First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools

In this article, we review some orientations that emerge from the analysis of the cultural selection of knowledge and from the traces that were registered after the constitution of Natural Science as a school subject. By appealing to its historization, not only permanence and curriculum changes will...

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Autor principal: Garcia Belardi, Maria Fernanda
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2017
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22512
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Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-225122021-11-12T18:42:21Z First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools Primeras inscripciones de las Ciencias Naturales como disciplina escolar en la escuela primaria argentina Garcia Belardi, Maria Fernanda In this article, we review some orientations that emerge from the analysis of the cultural selection of knowledge and from the traces that were registered after the constitution of Natural Science as a school subject. By appealing to its historization, not only permanence and curriculum changes will be analyzed, but Natural Science will also start to be considered – within the schooling framework – as the result of a social and cultural construction process closely linked to a body of knowledge, social and institutional practices, methods and ideologies. Thus, we try to offer a more critical view of the school practices that still exist in the classroom, allowing to denature stereotypes and representations in connection with the teaching of science. En el artículo se revisan algunas orientaciones que sumergen en el análisis de la selección cultural de saberes y en las trazas que se inscribieron a partir de la conformación de las Ciencias Naturales como disciplina escolar. Al apelar a su historización, se analizan las permanencias y cambios del currículum, como también aproxima a considerarlas en el marco de la escolarización, como la resultante de un proceso de construcción social y cultural estrechamente vinculado a un corpus de conocimientos, prácticas sociales e institucionales, métodos e ideologías. De esta forma, se intenta aportar una visión más crítica de las prácticas escolares aún vigentes en las aulas, permitiendo desnaturalizar estereotipos y representaciones en relación a la enseñanza de las ciencias.  Asociación de Docentes de Ciencias Biológicas de la Argentina 2017-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22512 10.59524/2344-9225.v20.n2.22512 Journal of Biology Education; Vol. 20 No. 2 (2017): Revista de Educación en Biología; (pp. 16-27) Revista de Educación en Biología; Vol. 20 Núm. 2 (2017): Revista de Educación en Biología; (pp. 16-27) 2344-9225 0329-5192 10.59524/2344.9225.v20.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22512/22131 Derechos de autor 2017 Maria Fernanda Garcia Belardi https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Garcia Belardi, Maria Fernanda
spellingShingle Garcia Belardi, Maria Fernanda
First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
author_facet Garcia Belardi, Maria Fernanda
author_sort Garcia Belardi, Maria Fernanda
title First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
title_short First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
title_full First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
title_fullStr First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
title_full_unstemmed First Registrations of Natural Science as a School Subject in Argentinian Elementary Schools
title_sort first registrations of natural science as a school subject in argentinian elementary schools
description In this article, we review some orientations that emerge from the analysis of the cultural selection of knowledge and from the traces that were registered after the constitution of Natural Science as a school subject. By appealing to its historization, not only permanence and curriculum changes will be analyzed, but Natural Science will also start to be considered – within the schooling framework – as the result of a social and cultural construction process closely linked to a body of knowledge, social and institutional practices, methods and ideologies. Thus, we try to offer a more critical view of the school practices that still exist in the classroom, allowing to denature stereotypes and representations in connection with the teaching of science.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22512
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first_indexed 2024-09-03T20:30:55Z
last_indexed 2024-09-03T20:30:55Z
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