En este artículo se revisa la evolución de la ciencia histórica y de la historia escolar a lo largo de los últimos 25 años. Esta revisión se centra en los avances en la investigación y la enseñanza de la historia de las personas; es decir, aquella que atiende a la totalidad de agentes sociales e históricos, que se articula a partir de la proyección global de la humanidad y que atiende a los problemas de las experiencias humanas. En primer lugar, se concreta el concepto de historia escolar y se explica la relación que se establece entre la historia escolar y la historiografía. En segundo lugar, se analiza la evolución de ambas a lo largo de estos 25 años. Finalmente, se plantean retos de futuro. Existe un desequilibrio entre la evolución del conocimiento histórico y el impacto que ha tenido en el currículo escolar. La historia escolar sigue centrada, de manera mayoritaria, en los procesos políticos nacionales, y reproduciendo saberes androcéntricos y eurocéntricos en los que se excluyen la gran mayoría de protagonistas. In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.
Los relatos del odio son discursos creados contra personas y colectivos. Generan discriminación a partir del estigma, la generalización y la exclusión de la convivencia social. En la era digital la educación es clave para que la formación de una ciudadanía crítica pueda deconstruir los relatos del odio que se difunden online, así como reconstruirlos como contrarrelatos. El presente estudio analiza las competencias para la interpretación crítica de la información digital de 307 alumnos y alumnas de Educación Secundaria ante relatos del odio presentes en las redes sociales. Los resultados muestran un rechazo general hacia los relatos racistas y discriminatorios. A pesar de todo, se detectan dificultades importantes para aportar conocimientos sobre los contextos y para construir contrarrelatos. Por otro lado, una minoría del alumnado se muestra de acuerdo con estos discursos discriminatorios.
En esta introducción queremos repasar algunas de las temáticas esenciales que caracterizaron el trabajo de nuestro maestro Joan Pagès. A Joan el concepto de "maestro" le gustaba, consideraba que era una de las palabras más bonitas y de más alto rango que existen. De hecho, Palabras clave: enseñanza de las ciencias sociales; educación para la ciudadanía global; pensamiento social crítico; temporalidad; formación del profesorado.
Hate speech has become a social problem that needs to be addressed urgently. In many cases, these discourses and ideologies arrive through the media and the internet, and they are transferred to educational contexts. Debates of this type should be addressed at school and should be channelled into a democratic debate, and into the definition of shared objectives through the development of counterspeeches and alternative narratives based on Human Rights. In this research, we investigate the capacity of future teachers (n = 114) to identify online hate speech and how they develop counterspeeches. The results show that the majority are able to identify hate speech. However, future teachers present more difficulties developing counterspeeches or complex alternative narratives, which can be transferred to educational practices. We conclude that teacher training needs to be redesigned if we want them to be able to face these problems in their future educational practice.
This article describes a study conducted in Catalonia (Spain) that examines the dimensions of global citizenship education (GCE) that emerge when secondary school students analyse images taken from the digital platforms of the mainstream media. We followed a mixed methodology for the research. To analyse the data, we employed content analysis, in the form of descriptive and inferential statistics. The results show that students in the final year of compulsory secondary education (aged 15–16) have great difficulty with analysing the information and images contained in media from a global citizenship perspective. While students tend to adopt a perspective of social responsibility, they do not have the tools necessary for critical interpretation of social facts and problems; they are still less able to formulate arguments or make decisions relating to actions within the parameters of social justice.
Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.
In a historical moment, where the future is considered a threat, it seems highly relevant to teach the ability to imagine desirable futures. In line with this, Education for the Future (EF), from the Anglo-Saxon tradition, represents a reference to give a response to negative images about the idea of the future. On the other hand, the competences for democratic culture defined by the Council of Europe provide the basis for the elaboration of a theoretical framework that includes the imagination of democratic and sustainable futures as one of its main conceptual axes. Given this theoretical context, this study analyses official documents of public policies carried out in the Iberian context, to examine the treatment of the idea of future in education systems. Specifically, three levels of public policies have been studied: state educational laws, primary education curricula and institutional teacher training policies. The public policies have been analysed using the normative method of content analysis, with a syntactic sampling strategy, calculating the absolute and relative frequency of the units of analysis. Results show that there are few references to the construction of the concept of the future in public policies and suggest that the opportunity to educate others on the imagination of desirable futures may be being wasted. En un momento histórico en el que el futuro se concibe como una amenaza, parece altamente relevante educar en la capacidad de imaginar futuros deseables. En esta línea, la Educación para el Futuro (EpF), de tradición anglosajona, representa una referencia de trabajo para responder a las imágenes negativas sobre la idea del provenir. Por otro lado, las competencias de cultura democrática definidas por el Consejo de Europa dan pie a la elaboración de un marco teórico que incluye la imaginación de futuros democráticos y sostenibles como uno de sus principales ejes conceptuales. Dada esta interjección teórica, el presente estudio analiza documentos oficiales de políticas públicas llevadas a cabo en ámbito ibérico, para examinar el tratamiento de la idea de futuro en los sistemas educativos. Concretamente, se han estudiado políticas públicas a tres niveles: leyes educativas estatales, currículos de Educación Primaria y políticas institucionales de formación docente, para indagar cuál es la presencia del eje conceptual sobre la imaginación de futuros en estos documentos. Las políticas públicas han sido analizadas mediante el método normativo de análisis de contenido, con una estrategia de muestreo sintáctico, calculando la frecuencia absoluta y relativa de unidades de análisis. Los resultados muestran que hay escasas referencias a la construcción del concepto de futuro en las políticas públicas, y dan a entender que se puede estar desaprovechando la oportunidad de educar para la imaginación de futuros deseables.
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