Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites

This paper explores how prospective History teachers connected memory sites, the teaching of recent history, and citizenship education through a visit to the former Clandestine Detention Center Comisaría 4ª in Santa Fe. The activity, guided by the institution’s staff and including secondary school s...

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Autores principales:	Ruiz, Maria Clara, Do Santos, Maria Constanza, Do Santos, María Constanza
Formato:	Artículo revista
Lenguaje:	Español Inglés
Publicado:	Universidad Nacional del Litoral 2026
Materias:	teacher education history teaching space memory formación de docentes enseñanza de la historia espacio memoria
Acceso en línea:	https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14837
Aporte de:	Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral

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spelling	I26-R133-article-148372026-01-16T02:16:33Z Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites Tensiones y aprendizajes en la formación docente: enseñanza de la Historia Reciente en Espacios de Memoria Ruiz, Maria Clara Do Santos, Maria Constanza Ruiz, Maria Clara Do Santos, María Constanza teacher education history teaching space memory formación de docentes enseñanza de la historia espacio memoria This paper explores how prospective History teachers connected memory sites, the teaching of recent history, and citizenship education through a visit to the former Clandestine Detention Center Comisaría 4ª in Santa Fe. The activity, guided by the institution’s staff and including secondary school students, sought to promote reflection on pedagogical practices. University students completed assignments, engaged with bibliography, documented activities, and observed adolescents’ interactions. They also identified emotional and conceptual tensions generated by the experience. The study examines students’ perspectives on dilemmas such as duty of memory versus plurality of memories and ethical-political commitment versus historical reconstruction. Follow-up interviews offered deeper insights into how future teachers articulate past, present, and future, and how they envision the role of memory in democratic construction. Este trabajo indaga en las articulaciones que los futuros profesores y profesoras de Historia establecieron entre los espacios de memoria, la enseñanza de la historia reciente y la formación ciudadana, a partir de una visita al ex Centro Clandestino de Detención Comisaría 4ª de la ciudad de Santa Fe. La actividad, guiada por el personal de la institución e integrada por estudiantes de nivel secundario, buscó promover la reflexión sobre las prácticas pedagógicas. Los universitarios debieron responder consignas, trabajar con bibliografía, registrar las actividades y observar las interacciones de los adolescentes. También reconocieron tensiones emocionales y conceptuales derivadas de la experiencia. El estudio examina los posicionamientos de los estudiantes frente a dilemas como deber de memoria/pluralidad de memorias y compromiso ético-político/reconstrucción histórica. Entrevistas posteriores profundizaron cómo los futuros docentes articulan pasado, presente y futuro, y conciben el rol de la memoria en la construcción democrática. Universidad Nacional del Litoral 2026-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14837 10.14409/cya.2025.41.e0075 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 41 (2025): Clío & Asociados. La historia enseñada; e0075 Clío & Asociados. La historia enseñada; n. 41 (2025): Clío & Asociados. La historia enseñada; e0075 Clío & Asociados. La historia enseñada; Núm. 41 (2025): Clío & Asociados. La historia enseñada; e0075 2362-3063 0328-820X 10.14409/cya.2025.41 es en https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14837/21104 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14837/21105 Derechos de autor 2026 Clío & Asociados. La historia enseñada
institution	Universidad Nacional del Litoral
institution_str	I-26
repository_str	R-133
container_title_str	Biblioteca Virtual - Publicaciones (UNL)
language	Español Inglés
format	Artículo revista
topic	teacher education history teaching space memory formación de docentes enseñanza de la historia espacio memoria
spellingShingle	teacher education history teaching space memory formación de docentes enseñanza de la historia espacio memoria Ruiz, Maria Clara Do Santos, Maria Constanza Ruiz, Maria Clara Do Santos, María Constanza Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
topic_facet	teacher education history teaching space memory formación de docentes enseñanza de la historia espacio memoria
author	Ruiz, Maria Clara Do Santos, Maria Constanza Ruiz, Maria Clara Do Santos, María Constanza
author_facet	Ruiz, Maria Clara Do Santos, Maria Constanza Ruiz, Maria Clara Do Santos, María Constanza
author_sort	Ruiz, Maria Clara
title	Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
title_short	Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
title_full	Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
title_fullStr	Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
title_full_unstemmed	Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites
title_sort	tensions and learnings in teacher training: teaching recent history in memory sites
description	This paper explores how prospective History teachers connected memory sites, the teaching of recent history, and citizenship education through a visit to the former Clandestine Detention Center Comisaría 4ª in Santa Fe. The activity, guided by the institution’s staff and including secondary school students, sought to promote reflection on pedagogical practices. University students completed assignments, engaged with bibliography, documented activities, and observed adolescents’ interactions. They also identified emotional and conceptual tensions generated by the experience. The study examines students’ perspectives on dilemmas such as duty of memory versus plurality of memories and ethical-political commitment versus historical reconstruction. Follow-up interviews offered deeper insights into how future teachers articulate past, present, and future, and how they envision the role of memory in democratic construction.
publisher	Universidad Nacional del Litoral
publishDate	2026
url	https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14837
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first_indexed	2026-02-15T05:11:05Z
last_indexed	2026-02-15T05:11:05Z
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Tensions and Learnings in Teacher Training: Teaching Recent History in Memory Sites

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