Publication: Pronóstico de los pacientes con insuficiencia respiratoria aguda y SpO2/FiO2 entre 280 y 400 según el tipo de soporte respiratorio no invasivo
Authors
Gil Rosa, Isabel
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Escuela Internacional de Doctorado
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Cinesi Gómez, César
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Abstract
Esta investigación analiza el tratamiento del llamado Descubrimiento de América y de las culturas precolombinas en los libros de texto de Ciencias Sociales destinados a la Educación Primaria. Partiendo de la persistencia de narrativas escolares de carácter eurocéntrico y escasamente problematizadas, el estudio examina cómo se representan las sociedades indígenas americanas y de qué modo se articula el relato histórico en torno a la llegada europea al continente.
La investigación adopta un enfoque cualitativo y comparativo, basado en el análisis sistemático de manuales escolares publicados en distintos contextos nacionales de Europa y América, concretamente en España, Portugal, Estados Unidos, México, Colombia y Brasil. Para ello se emplea el instrumento ALIBSOC, diseñado específicamente para el análisis de libros de texto de Ciencias Sociales y estructurado en varios bloques que permiten examinar la organización del manual, los contenidos históricos, el tratamiento visual y las actividades propuestas al alumnado.
Los resultados muestran una presencia desigual de las culturas precolombinas, que en muchos casos aparecen de forma fragmentada, secundaria o descontextualizada, frente a un relato del Descubrimiento de América centrado mayoritariamente en la experiencia europea. Asimismo, se identifican diferencias significativas entre los manuales europeos y americanos, tanto en la visibilidad otorgada a las sociedades indígenas como en el grado de problematización del proceso de conquista y colonización.
Este trabajo pone de relieve la necesidad de revisar los discursos escolares sobre el pasado americano y subraya la importancia de avanzar hacia una enseñanza de la historia más crítica, inclusiva y coherente con los principios de una educación intercultural.
This doctoral research examines the treatment of the so-called Discovery of America and pre-Columbian cultures in Social Sciences textbooks used in Primary Education. Starting from the persistence of Eurocentric and weakly problematized school narratives, the study explores how Indigenous American societies are represented and how the historical account of European arrival in the continent is constructed within curricular materials. The study adopts a qualitative and comparative research design, based on the systematic analysis of school textbooks published in different European and American national contexts, specifically Spain, Portugal, the United States, Mexico, Colombia, and Brazil. To this end, the ALIBSOC analytical instrument is employed. This tool has been specifically designed for the evaluation of Social Sciences textbooks and is structured into several analytical blocks that address the organization of the textbook, historical content, visual representations, and learning activities. The findings reveal an uneven and often superficial presence of pre-Columbian cultures, which are frequently portrayed in fragmented, secondary, or decontextualized ways, in contrast to a narrative of the Discovery of America predominantly centered on the European experience. Significant differences are also identified between European and American textbooks, particularly regarding the visibility granted to Indigenous societies and the degree to which the processes of conquest and colonization are critically addressed. Overall, this research highlights the need to reconsider school discourses on the American past and underscores the importance of promoting a more critical, inclusive approach to history education, consistent with the principles of intercultural education.
This doctoral research examines the treatment of the so-called Discovery of America and pre-Columbian cultures in Social Sciences textbooks used in Primary Education. Starting from the persistence of Eurocentric and weakly problematized school narratives, the study explores how Indigenous American societies are represented and how the historical account of European arrival in the continent is constructed within curricular materials. The study adopts a qualitative and comparative research design, based on the systematic analysis of school textbooks published in different European and American national contexts, specifically Spain, Portugal, the United States, Mexico, Colombia, and Brazil. To this end, the ALIBSOC analytical instrument is employed. This tool has been specifically designed for the evaluation of Social Sciences textbooks and is structured into several analytical blocks that address the organization of the textbook, historical content, visual representations, and learning activities. The findings reveal an uneven and often superficial presence of pre-Columbian cultures, which are frequently portrayed in fragmented, secondary, or decontextualized ways, in contrast to a narrative of the Discovery of America predominantly centered on the European experience. Significant differences are also identified between European and American textbooks, particularly regarding the visibility granted to Indigenous societies and the degree to which the processes of conquest and colonization are critically addressed. Overall, this research highlights the need to reconsider school discourses on the American past and underscores the importance of promoting a more critical, inclusive approach to history education, consistent with the principles of intercultural education.
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