History, Heritage and Identity: conceptions of Ibero-American history teachers about heritage and identities

Ortuño Molina, Jorge; Molina Puche, Sebastián; Pinto, Helena; Rivero, Pilar

Publication:
History, Heritage and Identity: conceptions of Ibero-American history teachers about heritage and identities

dc.contributor.author	Ortuño Molina, Jorge
dc.contributor.author	Molina Puche, Sebastián
dc.contributor.author	Pinto, Helena
dc.contributor.author	Rivero, Pilar
dc.contributor.department	Didáctica de las Ciencias Matemáticas y Sociales
dc.coverage.spatial	Iberoamérica	es
dc.coverage.temporal	Siglo XXI	es
dc.date.accessioned	2024-01-15T09:22:19Z
dc.date.available	2024-01-15T09:22:19Z
dc.date.issued	2023-09-29
dc.description	© 2023 Tempo e Argumento. This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd /4.0/ This document is the published version of a published work that appeared in final form in Tempo e Argumento.	es
dc.description.abstract	This paper analyzes the conceptions of Ibero-American secondary school teachers about the role of history teaching in creating collective identities, and how heritage can impact history classes. We applied a peer validated questionnaire to 283 history teachers from seven countries, analyzing their answers using a deductive-inductive method supported by IBM SSPS software (version 23). The analysis reveal that heritage continues to have little presence in lessons, mostly used as an example of historical narratives that highlight the national identity over others.	es
dc.description.abstract	Este artigo analisa as concepções de professores do ensino médio ibero-americanos sobre o papel do ensino de história na criação de identidades coletivas e como o patrimônio pode impactar as aulas de história. Aplicamos um questionário validado por pares a 283 professores de história de sete países, analisando suas respostas usando um método dedutivo-indutivo apoiado pelo software IBM SSPS (versão 23). As análises revelam que o patrimônio continua tendo pouca presença nas aulas, sendo usado principalmente como um exemplo de narrativas históricas que destacam a identidade nacional em detrimento de outras.	es
dc.format	application/pdf	es
dc.format.extent	31	es
dc.identifier.citation	Tempo e Argumento, Florianópolis, v. 15, n. 39, e0202, set. 2023.
dc.identifier.doi	http://dx.doi.org/10.5965/2175180315392023e0202
dc.identifier.issn	2175-1803
dc.identifier.uri	http://hdl.handle.net/10201/137304
dc.language	eng	es
dc.publisher	Universidade do Estado de Santa Catarina	es
dc.relation	Sin financiación externa a la Universidad	es
dc.relation.publisherversion	https://revistas.udesc.br/index.php/tempo/article/view/2175180315392023e0202	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Heritage education	es
dc.subject	History education	es
dc.subject	Cultural education	es
dc.subject	History teachers	es
dc.subject	Collective identities	es
dc.subject	Educación patrimonial	es
dc.subject	Educación histórica	es
dc.subject	Educación cultural	es
dc.subject	Docentes de historia	es
dc.subject	Identidades colectivas	es
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre::377 - Formación profesional	es
dc.title	History, Heritage and Identity: conceptions of Ibero-American history teachers about heritage and identities	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es