Publication: Asunción de los símbolos nacionales (banderas) en las comunidades autónomas : el caso vasco
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Date
1994
Authors
Arribillaga Iriarte, Ana Rosa ; Molero Otero, Begoña
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Dentro del proceso de adquisición de la idea de propio país se incluye la asunción de la bandera como
símbolo. i,Cómo se realiza este proceso en el caso de los niños vizcaínos, pertenecientes a una ComunidadAutónoma con un fuerte sentimiento nacionalista?. i,De qué modo influye la edad, el modelo lingñístico deescolarización o la ubicación geográfica?. Esta investigación realizada con 274 niñas y niños vizcaínos deedades comprendidas entre los 6 y los 16 años intenta dar respuestas a dichos interrogantes. Tener en cuenta laparticularidad de este proceso supone conocer algo más de este ámbito cultural y resulta indispensable para
diseñar proyectos educativos adecuados a las peculiaridades existente
Within the process of acquiring the idea of one's country, the assumption of the flag as a symbol isincluded. How does this process take place in the case of children from Vizcaya, belong to an autonomouscountry with a strong nationalistic feeling? How does the age, the school linguistic model or the geographiclocation influence?. This research has been carried out with 274 children of both sexes, aged between 6 and 16years and tries to give an answer to the above questions. lt is worth noticing that the singularity of this processwould imply a further knowledge of the cultural field and would appear as essential to design adequate educative projects suited to the existing pecularities.
Within the process of acquiring the idea of one's country, the assumption of the flag as a symbol isincluded. How does this process take place in the case of children from Vizcaya, belong to an autonomouscountry with a strong nationalistic feeling? How does the age, the school linguistic model or the geographiclocation influence?. This research has been carried out with 274 children of both sexes, aged between 6 and 16years and tries to give an answer to the above questions. lt is worth noticing that the singularity of this processwould imply a further knowledge of the cultural field and would appear as essential to design adequate educative projects suited to the existing pecularities.
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