History teaching practices. Teacher memories: narratives and experiences in the past and present
In the initial training of teachers in History, specific didactics, residency and teaching practices constitute founding moments, experiences that generate memories. The article that we present rescues experiences and memories, made explicit in the form of narratives about the period of completion o...
Guardado en:
| Autores principales: | , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2023
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| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/4707 |
| Aporte de: |
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I22-R128-article-4707 |
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ojs |
| institution |
Universidad Nacional del Comahue |
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I-22 |
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R-128 |
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Repositorio de Revistas Electrónicas REVELE (UNComahue) |
| language |
Español |
| format |
Artículo revista |
| topic |
narraciones autobiográficas huellas docentes prácticas de la enseñanza de la Historia formación docente inicial autobiographical narratives teacher traces practices of teaching history initial teacher training |
| spellingShingle |
narraciones autobiográficas huellas docentes prácticas de la enseñanza de la Historia formación docente inicial autobiographical narratives teacher traces practices of teaching history initial teacher training Huerga, Verónica del Pilar Sena, María Laura Cudmani, Ana María Peralta, Constanza del Valle History teaching practices. Teacher memories: narratives and experiences in the past and present |
| topic_facet |
narraciones autobiográficas huellas docentes prácticas de la enseñanza de la Historia formación docente inicial autobiographical narratives teacher traces practices of teaching history initial teacher training |
| author |
Huerga, Verónica del Pilar Sena, María Laura Cudmani, Ana María Peralta, Constanza del Valle |
| author_facet |
Huerga, Verónica del Pilar Sena, María Laura Cudmani, Ana María Peralta, Constanza del Valle |
| author_sort |
Huerga, Verónica del Pilar |
| title |
History teaching practices. Teacher memories: narratives and experiences in the past and present |
| title_short |
History teaching practices. Teacher memories: narratives and experiences in the past and present |
| title_full |
History teaching practices. Teacher memories: narratives and experiences in the past and present |
| title_fullStr |
History teaching practices. Teacher memories: narratives and experiences in the past and present |
| title_full_unstemmed |
History teaching practices. Teacher memories: narratives and experiences in the past and present |
| title_sort |
history teaching practices. teacher memories: narratives and experiences in the past and present |
| description |
In the initial training of teachers in History, specific didactics, residency and teaching practices constitute founding moments, experiences that generate memories. The article that we present rescues experiences and memories, made explicit in the form of narratives about the period of completion of our residences, when we were studying the Faculty in History.Currently we are teachers of the chairs “General and Special Didactics” and “Organization and didactics of secondary education with teaching practices. History” at the Faculty of Philosophy and Letters of the National University of Tucumán.Our autobiographical stories arise in three generational moments. One marked by state terrorism, the second by the 2001 crisis and the last, closer to the present, crossed by a State that expanded rights.In some aspects, the narratives reveal dissimilar conceptions that could reflect, in a latent way, epistemic requirements of current teaching in the stages in which we pursued the degree, as well as life stories that flow in our autobiographies. Writing them meant a reconstruction of what was lived, a reflection on our teaching practices, a powerful way to approach and understand them (Souto, 2016). Our purpose, which implies an act of self-recognition, is intended to generate teaching and learning spaces on teaching practices in History, since they will be shared with the residents, students of the Faculty.The research that we present is of a qualitative, hermeneutic nature, from an autobiographical narrative approach and is developed within the framework of the PIUNT 2023 project “The construction of didactic knowledge of students in the residence and teaching practice of letters majors, history and theater. A narrative biographical inquiry” |
| publisher |
APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales |
| publishDate |
2023 |
| url |
https://revele.uncoma.edu.ar/index.php/resenas/article/view/4707 |
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I22-R128-article-47072024-08-07T12:25:44Z History teaching practices. Teacher memories: narratives and experiences in the past and present Prácticas de la enseñanza de la Historia. Memorias de docentes: narraciones y vivencias en pasado y presente Huerga, Verónica del Pilar Sena, María Laura Cudmani, Ana María Peralta, Constanza del Valle narraciones autobiográficas huellas docentes prácticas de la enseñanza de la Historia formación docente inicial autobiographical narratives teacher traces practices of teaching history initial teacher training In the initial training of teachers in History, specific didactics, residency and teaching practices constitute founding moments, experiences that generate memories. The article that we present rescues experiences and memories, made explicit in the form of narratives about the period of completion of our residences, when we were studying the Faculty in History.Currently we are teachers of the chairs “General and Special Didactics” and “Organization and didactics of secondary education with teaching practices. History” at the Faculty of Philosophy and Letters of the National University of Tucumán.Our autobiographical stories arise in three generational moments. One marked by state terrorism, the second by the 2001 crisis and the last, closer to the present, crossed by a State that expanded rights.In some aspects, the narratives reveal dissimilar conceptions that could reflect, in a latent way, epistemic requirements of current teaching in the stages in which we pursued the degree, as well as life stories that flow in our autobiographies. Writing them meant a reconstruction of what was lived, a reflection on our teaching practices, a powerful way to approach and understand them (Souto, 2016). Our purpose, which implies an act of self-recognition, is intended to generate teaching and learning spaces on teaching practices in History, since they will be shared with the residents, students of the Faculty.The research that we present is of a qualitative, hermeneutic nature, from an autobiographical narrative approach and is developed within the framework of the PIUNT 2023 project “The construction of didactic knowledge of students in the residence and teaching practice of letters majors, history and theater. A narrative biographical inquiry” En la formación inicial del profesorado en Historia, la didáctica específica, la residencia y prácticas de la enseñanza constituyen momentos fundantes, vivencias que generan memorias. El artículo que presentamos rescata experiencias y recuerdos, explicitados en forma de narraciones sobre el periodo de realización de nuestras residencias, cuando cursábamos el Profesorado en Historia. Actualmente, somos docentes de las cátedras de Didáctica General y Especial y de Organización y Didáctica de la Enseñanza Media con prácticas de la enseñanza. Historia, en la Facultad de Filosofía y Letras de la Universidad Nacional de Tucumán. Nuestros relatos autobiográficos surgen en tres momentos generacionales. Uno signado por el terrorismo de Estado, el segundo por la crisis del 2001 y el último, más cercano al presente, atravesado por un Estado que amplió derechos. En algunos aspectos, las narraciones revelan concepciones disímiles que podrían reflejar, en forma latente, requerimientos epistémicos de la enseñanza vigentes en las etapas en que cursamos la carrera, como así también historias de vidas que fluyen en nuestras autobiografías. Escribirlas significó una reconstrucción de lo vivido, una reflexión sobre nuestras prácticas docentes, una vía potente para su abordaje y comprensión (Souto, 2016). Nuestro propósito, que implica un acto de autorreconocimiento, está destinado a generar espacios de enseñanza y de aprendizajes sobre las prácticas docentes en Historia, ya que serán compartidas con los y las residentes, estudiantes del Profesorado. La investigación que presentamos es de corte cualitativo, hermenéutico, desde un enfoque narrativo autobiográfico y se desarrolla en el marco del proyecto PIUNT 2023 “La construcción de saberes didácticos de los y las estudiantes en la residencia y práctica de la enseñanza de las carreras de letras, historia y teatro. Una indagación biográfica narrativa”. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2023-05-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/4707 Reseñas de Enseñanza de la Historia; Núm. 22 (2023): Mayo; 66-87 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/4707/61672 Derechos de autor 2023 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0 |