Publication: La
historia
de
Portugal
en
las
aulas
de
Educación
Básica.
¿Formar
patriotas
o
educar
ciudadanos?
Authors
Armas Castro, José ; Moreira, Ana Isabel ; Maia, Cristina ; Conde Miguélez, Jorge
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.22.2.369521
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info:eu-repo/semantics/article
Description
Abstract
Se
ofrecen
resultados
de
una
investigación
cualitativa
de
tipo
fenomenológico
sobre
la
educación
histórica
en
las
aulas
del
2º
ciclo
de
Educación
Básica
del
distrito
de
Porto,
en
el
norte
de
Portugal.
El
objetivo
es
verificar
si
la
historia
de
Portugal
que
se
enseña
contribuye
a
reforzar
una
identidad
nacional
tradicional
y
excluyente
o
a
formar
ciudadanos
activos,
participativos
y
críticos.
Los
datos
se
recogieron
utilizando
una
entrevista
a
6
profesores
de
historia
y
un
cuestionario
a
91
estudiantes
de
centros
educativos
públicos
y
privados.
Siguiendo
las
recomendaciones
de
la
Grounded
Theory
y
utilizando
la
herramienta
Atlas.ti
se
construyen
categorías
de
análisis
para
caracterizar
tres
enfoques
epistemológicos
y
didácticos
(tradicional,
innovador
y
crítico)
que
guían
las
prácticas
de
los
profesores
de
historia,
y
se
analiza
la
estructura
y
el
contenido
de
las
narrativas
de
los
estudiantes
sobre
la
historia
de
Portugal
utilizando
las
tipologías
narrativas
de
Jörn
Rüsen.
Los
resultados
indican
que
el
profesorado
comparte
enfoques
innovadores
de
enseñanza
con
una
carga
importante
de
lo
tradicional
y
escasos
trazos
críticos.
Las
narrativas
de
los
estudiantes
ponen
de
manifiesto
el
predominio
de
las
tipologías
tradicional
y
ejemplar
con
escasos
ejemplos
críticos
y
genealógicos.
Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.
Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.
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