Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach
The object of interest of this work is constituted by practices of transmission and elaboration of the recent past in which academic research and a pedagogy with a human rights perspective intersect, in Mendoza. The two dimensions through which the analysis is carried out consider, on the one hand,...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro de Investigaciones de la Facultad de Filosofía y Humanidades
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/intersticios/article/view/41165 |
| Aporte de: |
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I10-R342-article-41165 |
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ojs |
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Universidad Nacional de Córdoba |
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I-10 |
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R-342 |
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Intersticios de la política y la cultura. Intervenciones latinoamericanas |
| language |
Español |
| format |
Artículo revista |
| topic |
Recent history State terrorism Pedagogy of memory Rights approach Historia reciente Terrorismo de estado Pedagogía de la memoria Enfoque de derechos História recente Terrorismo de Estado Pedagogia da memória Abordagem dos direitos |
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Recent history State terrorism Pedagogy of memory Rights approach Historia reciente Terrorismo de estado Pedagogía de la memoria Enfoque de derechos História recente Terrorismo de Estado Pedagogia da memória Abordagem dos direitos Molina Galarza, Mercedes Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| topic_facet |
Recent history State terrorism Pedagogy of memory Rights approach Historia reciente Terrorismo de estado Pedagogía de la memoria Enfoque de derechos História recente Terrorismo de Estado Pedagogia da memória Abordagem dos direitos |
| author |
Molina Galarza, Mercedes |
| author_facet |
Molina Galarza, Mercedes |
| author_sort |
Molina Galarza, Mercedes |
| title |
Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| title_short |
Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| title_full |
Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| title_fullStr |
Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| title_full_unstemmed |
Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach |
| title_sort |
conceptual perspectives and strategies of teaching the recent past, in mendoza, from a human rights approach |
| description |
The object of interest of this work is constituted by practices of transmission and elaboration of the recent past in which academic research and a pedagogy with a human rights perspective intersect, in Mendoza. The two dimensions through which the analysis is carried out consider, on the one hand, the ways in which teachers conceptualize the extermination plan that took place in our country, during the 1970s and 1980s, and on the another, the pedagogical strategies that are put into play in this process of transmission/ elaboration of the recent past in schools. The research methodology is qualitative. It presents the results of five in-depth interviews conducted with teachers who hold a human rights perspective. Their stories offer an overview of the conceptions about the recent past and repressive violence, as well as the ways in which they have approached this issue in secondary schools. The reflection focuses on the first two decades of this century, but also includes a historicized account about the entry of the so-called recent history into the school curriculum. The findings allow reviewing and putting into tension the scope of categories developed by academic research, and illustrate other uses and conceptualizations in the field of teaching. |
| publisher |
Centro de Investigaciones de la Facultad de Filosofía y Humanidades |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/intersticios/article/view/41165 |
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2024-09-03T21:24:30Z |
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I10-R342-article-411652023-10-18T17:36:49Z Conceptual perspectives and strategies of teaching the recent past, in Mendoza, from a human rights approach Perspectivas conceptuales y estrategias de enseñanza del pasado reciente en Mendoza, desde un enfoque de derechos humanos Perspectivas conceptuais e estratégias de ensino sobre o passado recente em Mendoza, a partir de uma perspetiva de direitos humanos Molina Galarza, Mercedes Recent history State terrorism Pedagogy of memory Rights approach Historia reciente Terrorismo de estado Pedagogía de la memoria Enfoque de derechos História recente Terrorismo de Estado Pedagogia da memória Abordagem dos direitos The object of interest of this work is constituted by practices of transmission and elaboration of the recent past in which academic research and a pedagogy with a human rights perspective intersect, in Mendoza. The two dimensions through which the analysis is carried out consider, on the one hand, the ways in which teachers conceptualize the extermination plan that took place in our country, during the 1970s and 1980s, and on the another, the pedagogical strategies that are put into play in this process of transmission/ elaboration of the recent past in schools. The research methodology is qualitative. It presents the results of five in-depth interviews conducted with teachers who hold a human rights perspective. Their stories offer an overview of the conceptions about the recent past and repressive violence, as well as the ways in which they have approached this issue in secondary schools. The reflection focuses on the first two decades of this century, but also includes a historicized account about the entry of the so-called recent history into the school curriculum. The findings allow reviewing and putting into tension the scope of categories developed by academic research, and illustrate other uses and conceptualizations in the field of teaching. El objeto de interés de este trabajo está constituido por prácticas de transmisión y elaboración del pasado reciente en las que se entrecruzan la investigación académica y una pedagogía con perspectiva de derechos humanos, en Mendoza, Argentina. Las dos dimensiones a través de las cuales se lleva a cabo el análisis consideran, por un lado, los modos en que les docentes conceptualizan el plan de exterminio que tuvo lugar en nuestro país, durante las décadas de 1970 y ’80, y por el otro, las estrategias pedagógicas que ponen en juego en ese proceso de transmisión/elaboración del pasado reciente en las escuelas. La metodología de investigación es cualitativa. Presenta los resultados de cinco entrevistas en profundidad realizadas a docentes que sostienen una perspectiva de derechos humanos. Sus relatos ofrecen un panorama de las concepciones acerca del pasado reciente y la violencia represiva, así como de los modos a través de los cuales han abordado la problemática en escuelas secundarias. La reflexión se enfoca en las primeras dos décadas de este siglo, pero incluye, también, un relato historizado acerca del ingreso de la llamada historia reciente al currículum escolar. Los hallazgos permiten revisar y poner en tensión los alcances de categorías desarrolladas por la investigación académica, ilustrando otros usos y conceptualizaciones en el ámbito de la enseñanza. O objeto de interesse deste trabalho é constituído por práticas de transmissão e elaboração do passado recente em que se cruzam a investigação académica e a pedagogia com uma perspetiva de direitos humanos em Mendoza, Argentina. As duas dimensões através das quais a análise é realizada consideram, por um lado, as formas como os professores conceptualizam o plano de extermínio que teve lugar no nosso país durante os anos 70 e 80 e, por outro lado, as estratégias pedagógicas que põem em prática no processo de transmissão/elaboração do passado recente nas escolas. A metodologia de investigação é qualitativa. Apresenta os resultados de cinco entrevistas em profundidade a professores que adoptam uma perspetiva de direitos humanos. Os seus relatos permitem uma visão geral das suas concepções sobre o passado recente e a violência repressiva, bem como das formas como têm abordado a questão nas escolas secundárias. A reflexão centra-se nas duas primeiras décadas deste século, mas inclui também um relato historicizado da entrada da chamada história recente no currículo escolar. Os resultados permitem-nos rever e questionar o alcance das categorias desenvolvidas pela investigação académica, ilustrando outros usos e conceptualizações no campo do ensino. Centro de Investigaciones de la Facultad de Filosofía y Humanidades 2023-07-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/intersticios/article/view/41165 Interstices of politics and culture. Latin American interventions; Vol. 12 No. 23 (2023): Difracciones, articulaciones y coaliciones entre academia y activismos Intersticios de la política y la cultura. Intervenciones latinoamericanas; Vol. 12 Núm. 23 (2023): Difracciones, articulaciones y coaliciones entre academia y activismos Intersticipações de política e cultura. Intervenções na América Latina; v. 12 n. 23 (2023): Difracciones, articulaciones y coaliciones entre academia y activismos 2250-6543 spa https://revistas.unc.edu.ar/index.php/intersticios/article/view/41165/42207 http://creativecommons.org/licenses/by-nc-sa/4.0 |