Why are childhoods invisible in the teaching of history? An analysis of the Buenos Aires Curricular Designs, teaching materials and representations of teachers and students in current secondary schools
This article contains guidelines generated from a research work carried out with the purpose of analyzing the place that childhoods occupy as historical subjects in the study and teaching of history. In general terms, the results demonstrated that although the historiography of childhood (since its...
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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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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/5045 |
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| Sumario: | This article contains guidelines generated from a research work carried out with the purpose of analyzing the place that childhoods occupy as historical subjects in the study and teaching of history. In general terms, the results demonstrated that although the historiography of childhood (since its constitution as a field of studies) has managed to make visible the role of children as present and active subjects in the constitution and development of the various historical processes, their academic productions have had little impact (yet) on the school contents proposed by the Buenos Aires Curricular Designs, on those presented in didactic materials for school circulation and on those addressed in the classroom practices developed by teachers and students in current secondary schools. |
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