Publication: Identificación del alumnado de Educación Primaria con las narrativas históricas locales y nacionales. Estudio de caso en un contexto multicultural
Authors
Cardoso Guillamón, Nerea ; Molina Puche, Sebastián ; Ortuño Molina, Jorge
item.page.secondaryauthor
item.page.director
Publisher
Dpt. Didàctica de les Ciències Experimentals i Socials. Universitat de Valéncia
publication.page.editor
publication.page.department
DOI
https://doi.org/10.7203/dces.38.13491
item.page.type
info:eu-repo/semantics/article
Description
© 2020. This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the published version of a published work that appeared in final form in
Didáctica de las Ciencias Experimentales y Sociales.
Abstract
En el presente trabajo se analiza la relación existente entre la enseñanza de la historia y la formación de identidades colectivas en una sociedad como la actual, caracterizada por la pluralidad cultural. Para ello, se ha realizado una investigación de carácter principalmente cualitativo en la que, mediante el empleo de cuatro instrumentos de recogida de información y de la triangulación de datos, se ha podido comprobar la necesidad de reformulación de los contenidos históricos por la falta de representación de la diversidad cultural en la escuela. A pesar de esto, los resultados nos han mostrado que el empleo de metodologías alternativas que fomenten la investigación, el trabajo cooperativo y el pensamiento crítico puede resultar una herramienta muy útil para superar las narrativas históricas presentes en el currículo de Educación Primaria.
This work analyses the relationship between the teaching of history and the formation of collective identities in the current society, which is characterized by cultural plurality. For this purpose, mainly qualitative research has been carried out with four data collection instruments and data triangulation which have allowed to verify the need to reformulate the historical contents due to the lack of representation of cultural diversity at schools. Despite this, the results have shown that the use of alternative methodologies that encourage research, cooperative work and critical thinking can be very useful to overcome the traditionally taught historical narratives present in the Primary Education curriculum.
This work analyses the relationship between the teaching of history and the formation of collective identities in the current society, which is characterized by cultural plurality. For this purpose, mainly qualitative research has been carried out with four data collection instruments and data triangulation which have allowed to verify the need to reformulate the historical contents due to the lack of representation of cultural diversity at schools. Despite this, the results have shown that the use of alternative methodologies that encourage research, cooperative work and critical thinking can be very useful to overcome the traditionally taught historical narratives present in the Primary Education curriculum.
publication.page.subject
Citation
Didáctica de las Ciencias Experimentales y Sociales, nº 38, 2020, pp. 17-38 -
item.page.embargo
Collections
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/