Publication: Diseño Exploratorio Secuencial (DEXPLOS), procedimiento e
instrumento para el análisis de narrativas históricas escolares
desde la perspectiva de género
Authors
Ortega-Hernández, Delfín ; Heras-Sevilla, Davinia
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Publisher
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DOI
https://doi.org/10.47553/rifop.v96i35.1.87493
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info:eu-repo/semantics/article
Description
Abstract
Este estudio ofrece una descripción detallada del diseño y procedimiento metodológico aplicado en el análisis de las representaciones sociales sobre la Historia en las narrativas del alumnado de Educación Primaria. La
investigación se posiciona en los enfoques mixtos de investigación, en particular, en los diseños exploratorios
secuenciales (DEXPLOS) derivativos, en los que el proceso de investigación combina la recolección, codificación uniforme, categorización y análisis descriptivo e interpretativo de datos cualitativos (fase 1) con datos
cuantitativos, obtenidos sobre la base de los primeros, a
través de la construcción ad hoc de una escala categorial de
medición de las unidades de análisis (fase 2). Los
resultados obtenidos evidencian la validez y operatividad
del diseño metodológico e instrumento propuesto para el
análisis y reflexión sobre los enfoques curriculares
dominantes en la enseñanza y aprendizaje de la Historia
escolar en esta etapa educativa. De acuerdo con los
resultados obtenidos en la primera aplicación de esta
metodología e instrumento, la transmisión de discursos
históricos estereotipados consolida la reproducción de
narrativas y la selección predeterminada de ciertos actores
protagónicos por parte del alumnado. Esta selección
determina, igualmente, la conformación de identidades
sociales e históricas que, en caso de proponer a las mujeres
en estadios subsidiarios y dependientes, impulsan la
exclusión de aquellos que “no hacen historia”.
This study offers a detailed description of the design and methodological procedure applied in the analysis of social representations on History in the narratives of elementary school students. The research is positioned in mixed research approaches, in particular, in derivative exploratory sequential designs (DEXPLOS), in which the research process combines the collection, uniform codification, categorization, and descriptive and interpretative analysis of qualitative data (phase 1) with quantitative data, obtained on the basis of the first, through the ad hoc construction of a categorical scale of measurement of the units of analysis (phase 2). The results obtained show the validity and operability of the methodological design and instrument proposed for the analysis and reflection on the dominant curricular approaches in the teaching and learning of school history at this educational stage. According to the results obtained in the first application of this methodology and instrument, the transmission of stereotyped historical discourses consolidates the reproduction of narratives and the predetermined selection of certain protagonists by students. This selection also determines the shaping of social and historical identities which, in the case of proposing women in subsidiary and dependent stages, encourages the exclusion of those who "do not make history".
This study offers a detailed description of the design and methodological procedure applied in the analysis of social representations on History in the narratives of elementary school students. The research is positioned in mixed research approaches, in particular, in derivative exploratory sequential designs (DEXPLOS), in which the research process combines the collection, uniform codification, categorization, and descriptive and interpretative analysis of qualitative data (phase 1) with quantitative data, obtained on the basis of the first, through the ad hoc construction of a categorical scale of measurement of the units of analysis (phase 2). The results obtained show the validity and operability of the methodological design and instrument proposed for the analysis and reflection on the dominant curricular approaches in the teaching and learning of school history at this educational stage. According to the results obtained in the first application of this methodology and instrument, the transmission of stereotyped historical discourses consolidates the reproduction of narratives and the predetermined selection of certain protagonists by students. This selection also determines the shaping of social and historical identities which, in the case of proposing women in subsidiary and dependent stages, encourages the exclusion of those who "do not make history".
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Citation
Revista interuniversitaria de formación del profesorado, V. 35, N. 96 (1), 2021
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