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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I22-R128-article-50452024-08-07T15:48:31Z 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 ¿Por qué las infancias son invisibles en la enseñanza de la historia? Un análisis sobre los Diseños Curriculares bonaerenses, materiales didácticos y representaciones de docentes y estudiantes en actuales escuelas secundarias ¿Por qué las infancias son invisibles en la enseñanza de la historia? Un análisis sobre los Diseños Curriculares bonaerenses, materiales didácticos y representaciones de docentes y estudiantes en actuales escuelas secundarias Saad, Susana Soledad Enseñanza de la historia infancias escuela secundaria actual Ensino de história Infâncias Ensino médio atual History teaching childhoods current high school 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. El presente artículo contiene lineamientos generados a partir de un trabajo de investigación realizado con la finalidad de analizar el lugar que ocupan las infancias como sujetos históricos en el estudio y la enseñanza de la historia. En líneas generales, los resultados demostraron que, si bien la historiografía de las infancias (desde su constitución como campo de estudios) ha logrado visibilizar el rol de los/as niños/as como sujetos presentes y activos en la constitución y desarrollo de los diversos procesos históricos, sus producciones académicas han tenido poco impacto (aún) en los contenidos escolares propuestos en los Diseños Curriculares bonaerenses, en los presentados en materiales didácticos de circulación escolar y en los abordados en las prácticas áulicas que desarrollan docentes y estudiantes en las actuales escuelas secundarias. El presente artículo contiene lineamientos generados a partir de un trabajo de investigación realizado con la finalidad de analizar el lugar que ocupan las infancias como sujetos históricos en el estudio y la enseñanza de la historia. En líneas generales, los resultados demostraron que, si bien la historiografía de las infancias (desde su constitución como campo de estudios) ha logrado visibilizar el rol de los/as niños/as como sujetos presentes y activos en la constitución y desarrollo de los diversos procesos históricos, sus producciones académicas han tenido poco impacto (aún) en los contenidos escolares propuestos en los Diseños Curriculares bonaerenses, en los presentados en materiales didácticos de circulación escolar y en los abordados en las prácticas áulicas que desarrollan docentes y estudiantes en las actuales escuelas secundarias. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/5045 Reseñas de Enseñanza de la Historia; Núm. 23 (2023): Noviembre; 26-44 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/5045/62010 Derechos de autor 2023 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0 |
| 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 |
Enseñanza de la historia infancias escuela secundaria actual Ensino de história Infâncias Ensino médio atual History teaching childhoods current high school |
| spellingShingle |
Enseñanza de la historia infancias escuela secundaria actual Ensino de história Infâncias Ensino médio atual History teaching childhoods current high school Saad, Susana Soledad 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 |
| topic_facet |
Enseñanza de la historia infancias escuela secundaria actual Ensino de história Infâncias Ensino médio atual History teaching childhoods current high school |
| author |
Saad, Susana Soledad |
| author_facet |
Saad, Susana Soledad |
| author_sort |
Saad, Susana Soledad |
| title |
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 |
| title_short |
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 |
| title_full |
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 |
| title_fullStr |
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 |
| title_full_unstemmed |
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 |
| title_sort |
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 |
| description |
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. |
| 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/5045 |
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2024-08-12T23:08:27Z |
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