Publication: Mujeres en la enseñanza de la historia: presencias y ausencias femeninas en los textos escolares chilenos
Authors
Huidobro Salazar, María Gabriela ; Vásquez Leyton, Gabriela
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/pantarei.615311
item.page.type
info:eu-repo/semantics/article
Description
Abstract
En las últimas décadas, la historiografía ha avanzado en la consideración de las mujeres como sujetos y objetos de estudio fundamentales para la comprensión del pasado. Ante ello, cabe preguntarse sobre el impacto que dichos avances han alcanzado en los relatos que dominan la enseñanza de la historia en el contexto escolar. El artículo ofrece los resultados de una investigación queanaliza los discursos e imágenes que sostienen la enseñanza de la historia en los textos escolares de Historia vigentes para la Enseñanza Básica y Mediachilena. La investigaciónse plantea desde una perspectiva crítica historiográfica y una metodología de estudiodocumental de frecuencias, que demuestra la persistencia de un enfoque tradicional de la historia que perpetúa una representación de las mujeres como sujetos subordinados, pasivos y secundarios. El propósito consiste en promover la reflexión sobre la necesidad de fortalecer la inclusión femenina en la enseñanza escolar de la historiachilena.
n recent decades, historiography has advanced in the consideration of women as fundamental subjects and objects of study for the understanding of the past. Given this, it is worth asking about the impact that these advances have had on the stories that dominate the teaching of history in the school context. The article offers the results of a research that analysesthe discourses and images that support the teaching of history in current History textbooks for Chilean Basic and Secondary Education. The researchis presented from a critical historiographic perspective and a documentary frequency study methodology, which demonstrates the persistence of a traditional approach to history, which perpetuates a representation of women as subordinate, passive and secondary subjects. The purpose is to promote reflection on the need to strengthen female inclusion in school history teachingof Chilean history
n recent decades, historiography has advanced in the consideration of women as fundamental subjects and objects of study for the understanding of the past. Given this, it is worth asking about the impact that these advances have had on the stories that dominate the teaching of history in the school context. The article offers the results of a research that analysesthe discourses and images that support the teaching of history in current History textbooks for Chilean Basic and Secondary Education. The researchis presented from a critical historiographic perspective and a documentary frequency study methodology, which demonstrates the persistence of a traditional approach to history, which perpetuates a representation of women as subordinate, passive and secondary subjects. The purpose is to promote reflection on the need to strengthen female inclusion in school history teachingof Chilean history
publication.page.subject
Citation
Panta Rei. Revista digital de Historia y Didáctica de la Historia, vol.19, (2025).
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/