Voices between discipline and the classroom: the use of testimonies in the teaching of Sociology.
The problem of the relationship between individual and structure is constitutive of the discipline of Sociology, and a good teaching proposal for this subject should recover that interrelation, but how to do it? Usually, the interpretations of the students move in two explanatory extremes: either so...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Subsecretaría de publicaciones. Facultad de Filosofía y Letras. UBA
2024
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/iice/article/view/13282 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=reviice&d=13282_oai |
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| Sumario: | The problem of the relationship between individual and structure is constitutive of the discipline of Sociology, and a good teaching proposal for this subject should recover that interrelation, but how to do it? Usually, the interpretations of the students move in two explanatory extremes: either society determines all our behaviors, or it is the autonomous individual who with their actions transforms society. The use of first-hand accounts as a didactic resource is a privileged way to question both explanatory extremes and to promote new interpretations of this interrelationship, bringing students closer to this complex dynamic in which the subjects are both constructors and constructed by society. From this intention, we will characterize the possibilities and criteria for working with testimonials in Sociology classes in High School, based on the results of a didactic investigation carried out in schools in the Province of Buenos Aires developed between 2017 and 2020, which consisted of the construction proposals for teaching content specific to Sociology; its implementation in the classroom, observation and follow-up; and finally, an analysis of various aspects of the proposals developed. |
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