Social problems in the curricular designs of Río Negro and Neuquén in the area of social and human sciences
The investigation that we are carrying out, from a qualitative approach, is part of a process of critical interpretation of teaching practices and social knowledge learning in the secondary school of the provinces of Norpatagonia Argentina: Neuquén and Río Negro. Jurisdictions that have recently dev...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2023
|
| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/4703 |
| Aporte de: |
| Sumario: | The investigation that we are carrying out, from a qualitative approach, is part of a process of critical interpretation of teaching practices and social knowledge learning in the secondary school of the provinces of Norpatagonia Argentina: Neuquén and Río Negro. Jurisdictions that have recently developed new curricular designs in which innovations and epistemological and methodological updates can be highlighted to introduce social problems, as a criterion for organizing school contents, from an interdisciplinary perspective. In this framework, based on the information obtained from a questionnaire, it is described, compared and analyzed the curricular designs of both provinces in relation to social problems in the area of social and human sciences to establish relationships between theoretical perspectives and didactic approaches that guide the practices of teachers in the treatment of social problems |
|---|