Publication: Explorando iconos culturales medievales en Educación Primaria: comparativa en manuales escolares de Cataluña y Castilla y León
Authors
Carril Merino, Teresa ; Llonch Molina, Nayra ; De la Calle Carracedo, Mercedes
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
El objetivo del artículo es detectar los iconos culturales vinculados a la Edad Media que se transmiten en los libros de texto de Educación Primaria y establecer una comparativa entre comunidades autónomas. Se han analizado ocho unidades didácticas de cuatro editoriales de dos comunidades autónomas estableciendo un sistema de codificación a través de Atlas.ti. Los resultados manifiestan que existe una preponderancia de los elementos por encima de personajes y eventos; que dentro de los elementos se priorizan instituciones y elementos vinculados con la arquitectura y los monumentos; que entre los eventos se priorizan procesos, y que existe una pugna entre personajes masculinos y políticos y personajes colectivos y pueblos, dependiendo del enfoque historiográfico de las editoriales.
The objective of the article is to detect the cultural icons linked to the Middle Ages that are transmitted in Primary school textbooks and to establish a comparison between Spanish autonomous communities. Eight teaching units from four publishers from twoautonomous communities have been analysed, establishing a coding system through Atlas.ti. The results show that there is a preponderance of elements over characters and events; that within the elements, institutions and elements linked to architecture andmonuments are prioritized; that processes are prioritized among events, and that there is a struggle between male and political characters and collective characters and peoples, depending on the publisher’s historiographical approach
The objective of the article is to detect the cultural icons linked to the Middle Ages that are transmitted in Primary school textbooks and to establish a comparison between Spanish autonomous communities. Eight teaching units from four publishers from twoautonomous communities have been analysed, establishing a coding system through Atlas.ti. The results show that there is a preponderance of elements over characters and events; that within the elements, institutions and elements linked to architecture andmonuments are prioritized; that processes are prioritized among events, and that there is a struggle between male and political characters and collective characters and peoples, depending on the publisher’s historiographical approach
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