Publication: Leer y escribir en asignaturas de ciencias sociales: una revisión sistemática
Authors
Tonani, Juliana ; Chimenti, María de los Ángeles ; Arnés, Victoria
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Publisher
Murcia: Centro de Estudios del Próximo Oriente y la Antigüedad Tardía – CEPOAT
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DOI
https://doi.org/10.6018/pantarei/652231
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta una revisión sistemática de estudios empíricos orientados a indagar prácticas de lectura y escritura en asignaturas escolares de ciencias sociales en América Latina en el periodo 2014-2023. Siguiendo los lineamientos de la declaración PRISMA, se realizó una búsqueda en las bases de datos Web of Science, Scopus ERIC, SciELO y La Referencia. Se identificaron 17 estudios que cumplieron con los criterios de inclusión. Los resultados se organizan en tres agrupaciones según el tipo de estudio y análisis propuesto. La multiplicidad de marcos teóricos y abordajes metodológicos da cuenta del interés interdisciplinar en la investigación educativa sobre alfabetización. Mayoritariamente, los estudios se desarrollan en la educaciónsecundaria y lo más usual es que la asignatura estudiada sea Historia, por lo que resulta necesario continuar indagando aspectos vinculados a la alfabetización desde otras asignaturas de ciencias sociales.
This paper presents a systematic review of empirical studies aimed at investigating reading and writing practices in social science school subjects in Latin America during the period 2014-2023. Following the PRISMA guidelines, a search was conducted in the Web of Science, Scopus, ERIC, SciELO, and La Referencia databases. 17 studies that met the inclusion criteria were identified. The results are organized into three groups based on the type of study and analytical approach. The multiplicity of theoretical frameworks and methodological approaches demonstrates the interdisciplinary interest in educational research on literacy. Most of the studies were conducted in secondary schools, and the most commonly studied subject was History, suggesting the need to further investigate literacy aspects in other social science subjects.
This paper presents a systematic review of empirical studies aimed at investigating reading and writing practices in social science school subjects in Latin America during the period 2014-2023. Following the PRISMA guidelines, a search was conducted in the Web of Science, Scopus, ERIC, SciELO, and La Referencia databases. 17 studies that met the inclusion criteria were identified. The results are organized into three groups based on the type of study and analytical approach. The multiplicity of theoretical frameworks and methodological approaches demonstrates the interdisciplinary interest in educational research on literacy. Most of the studies were conducted in secondary schools, and the most commonly studied subject was History, suggesting the need to further investigate literacy aspects in other social science subjects.
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Alfabetización , Ciencias Sociales , Lectura , Escritura , Escuela , Literacy , Social Sciences , Reading , Writing , School
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