Publication: Representación del medio rural,
profesorado y libros de texto
Authors
García Monteagudo, Diego
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/educatio.490131
item.page.type
info:eu-repo/semantics/article
Description
Abstract
El medio rural es un contenido de gran
tradición en la enseñanza y aprendizaje
en Educación Secundaria y Bachillerato,
pese a que no haya sido objeto de investigación
desde la didáctica de las ciencias
sociales. En este trabajo se concibe la enseñanza
del medio rural como parte de
una representación social más compleja,
que se ha visto condicionada por los relatos
variados de oposición entre el campo
y la ciudad. El propósito es explorar la
situación actual de los procesos de enseñanza
y aprendizaje del medio rural, valorándose
los obstáculos presentes en este
proceso y sus propuestas para fomentar la
autonomía ciudadana entre el alumnado.
El estudio fundamentado en la teoría de
las representaciones sociales, combina
técnicas cualitativas y cuantitativas desde el paradigma interpretativo. Se diseña
una tabla de categorías a modo de hipótesis
de progresión que permite un análisis
integrado de los datos obtenidos a partir
de cuestionarios, grupos de discusión y el
análisis de libros de texto. La información
proviene del profesorado de Educación
Secundaria y Bachillerato de la Comunidad
Valenciana y de los libros de texto
del área de Ciencias Sociales (Geografía
e Historia) para Educación Secundaria y
Bachillerato. Los resultados ofrecen una
aproximación a la concepción del medio
rural y de su enseñanza-aprendizaje en
Educación Secundaria y Bachillerato en
la Comunidad Valenciana. Se destacan
las relaciones entre el medio rural y su
representación social en la enseñanza, así
como los obstáculos existentes para revertir
la idealización de estos espacios en la
educación. El predominio de actividades
de nivel medio-bajo en los libros de texto
y la escasa conexión del profesorado con
el contexto local dificultan el fomento de
la ciudadanía por parte del alumnado.
The rural setting is a content that has traditionally been included in secondary education and Baccalaureate academic syllabi. However, there is a lack of research on this setting from the perspective of the Didactics of the social science. This study conceives the teaching of the rural setting as part of a complex social representation that surpasses the typical opposition between the city and the countryside. Our study aims to explore the current approach to the teaching of the rural setting with a focus on identifying the hurdles of this process and on fostering la citizen autonomy in students. This study, which is based on the theory of social representation, combines qualitative and quantitative techniques from the interpretative paradigm. A table of categories was designed which served as the hypothesis of progression of the study allowing for an integrated analysis of the data obtained from questionnaires, focus groups and text book analysis. The information was collected from secondary-education and baccalaureate teachers in the Valencian Community and from the social-science textbooks (geography and history) for secondary education and baccalaureate. The results offered an approach to the concept of the countryside and its teaching and learning in secondary education and baccalaureate in the Valencian Community. This study also highlighted the relations between the rural environment and its social representation in education, as well as the obstacles that currently make it hard to counter the idealization of the countryside in education. The predominance of lowto- medium-level activities in textbooks and the poor connection of teachers with the local context make it difficult to promote citizenship among students.
The rural setting is a content that has traditionally been included in secondary education and Baccalaureate academic syllabi. However, there is a lack of research on this setting from the perspective of the Didactics of the social science. This study conceives the teaching of the rural setting as part of a complex social representation that surpasses the typical opposition between the city and the countryside. Our study aims to explore the current approach to the teaching of the rural setting with a focus on identifying the hurdles of this process and on fostering la citizen autonomy in students. This study, which is based on the theory of social representation, combines qualitative and quantitative techniques from the interpretative paradigm. A table of categories was designed which served as the hypothesis of progression of the study allowing for an integrated analysis of the data obtained from questionnaires, focus groups and text book analysis. The information was collected from secondary-education and baccalaureate teachers in the Valencian Community and from the social-science textbooks (geography and history) for secondary education and baccalaureate. The results offered an approach to the concept of the countryside and its teaching and learning in secondary education and baccalaureate in the Valencian Community. This study also highlighted the relations between the rural environment and its social representation in education, as well as the obstacles that currently make it hard to counter the idealization of the countryside in education. The predominance of lowto- medium-level activities in textbooks and the poor connection of teachers with the local context make it difficult to promote citizenship among students.
publication.page.subject
Medio rural , Educación , Enseñanza , Investigación , Rural settings , Education , Teaching , Research
Citation
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0