Imágenes cartográficas del mundo e imaginarios geográficos en la geografía escolar en Argentina

Hollman, Verónica

doi:10.20396/etd.v11i2.889

Cited by 3 publications

(4 citation statements)

References 5 publications

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“…Hollman and Lois's study on the representation of geography in Billiken under Peronism highlights the new Peronist decrees rendered visible in the magazine, such as the 1946 decree prohibiting maps of the Argentine territory that failed to include the Antarctic section. 61 However, as their study does not consider Billiken before Peronism, it presents some of the material as a result of uniquely Peronist preoccupations, rather than Peronist reconfigurations of existing trends or commemorative dates. Billiken's showcasing of Argentina as both a country of outstanding natural beauty and a modern, industrialised nation with appropriate infrastructure predated and, indeed, succeeded Peronism.…”

Section: Billiken and The Segundo Plan Quinquenal (1953-1955)mentioning

confidence: 99%

Peronism in Billiken and Billiken in Peronism (1946–1955)

Rea

2023

Children’s Culture and Citizenship in Argentina: A History of Billiken Magazine (1919–2019)

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For a children's magazine to survive for a hundred years is an extraordinary achievement and it is unsurprising that Billiken and Editorial Atlántida would want to qualify just how remarkable this was. Prior to this research project, there were two claims upon which Atlántida had settled. The first was that Billiken was the world's longest-running Spanish-language children's magazine and the second that it had achieved continuous publication since 1919 without ever having missed a week. The first claim would appear to be too modest as the closest contender, the Russian monthly children's magazine Murzilka, was published only from May 1924. 1 The continuity claim, however, is disproved by Billiken's publication break of four weeks in 1949, which had been omitted from the publishing house's institutional memory. This occurred during 'el primer peronismo' , the term used to refer to General Juan Domingo Perón's first two terms as president, running from his election in 1946 to his re-election in 1952 and ending with his ousting by military coup in 1955. This 'first Peronism' is one of the most comprehensively researched periods of Argentine history and continues to attract studies from a variety of disciplines because of the complex and contradictory nature of the era's politics, the transformative effect it had on Argentine culture and society, and the enduring legacy of, and fascination with, both Perón and his wife, María Eva Duarte de Perón (Evita).Billiken's break in publication, from 21 February to 21 March 1949, coincided with a month-long printers' strike during which hardly any newspapers and magazines were printed in Buenos Aires. 2 There is an identifiable 'before' and 'after' the break in Billiken's approach to the Peronist regime, which moves from barely registering the regime's existence to publishing Billiken's first photograph of Perón on 28 March 1949 (issue 1528). From then until 1952, the majority of Peronist propaganda published in Billiken in the form of text, photographs and illustrations, or combinations thereof, falls into one of three categories: i) regime-sponsored events related to schools and children's sports, ii

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Section: Billiken and The Segundo Plan Quinquenal (1953-1955)mentioning

confidence: 99%

Peronism in Billiken and Billiken in Peronism (1946–1955)

Rea

2023

Children’s Culture and Citizenship in Argentina: A History of Billiken Magazine (1919–2019)

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“…Previous studies in Argentina have suggested that despite the greater availability and circulation of images, both teachers and students do experience a surprising visual homogeneity when asked to choose images of the contemporary period (Dussel, 2009;Hollman, 2010). Assuming that the visual order constructed by students was evidence of a hegemonic mode of visualizing of Latin America, the challenge was to imagine a different starting point for the following semesters.…”

Section: Teaching To Conceptualize a Visualized Latin Americamentioning

confidence: 99%

“…Research on the use of images in teaching the subject of geography is sparse in Argentina, and there are only a few published studies on this topic (Hollman, 2010(Hollman, , 2011(Hollman, , 2013. However, based on the author's learning and teaching experience some initial conclusions will be put forward.…”

Section: Introductionmentioning

confidence: 99%

Promoting visual literacy among undergraduate students in geography: teaching a visualized Latin America

Hollman

2013

Journal of Geography in Higher Education

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Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

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“…El formato impreso de tipo planisferio 1 constituye una mediación en el proceso de enseñanza de los conceptos relacionados con la cartografía, además de ser una herramienta para la comprensión de categorías asociadas a disciplinas como la historia y la economía. El uso de mapas impresos de gran formato, así como de textos especializados en la recopilación de mapas temáticos, conocidos como Atlas, ha estado presente en las aulas de instituciones educativas escolares determinando, en buena parte, los imaginarios de estudiantes frente a la forma de entender la realidad geográfica, espacial o terrestre (Hollman, 2010).…”

Section: Introductionunclassified

El mapa al revés: representaciones, poder y TIC en la enseñanza escolar de la cartografía

Pereira-García

2023

prax. pedagog.

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Este artículo reflexiona sobre los retos de la enseñanza de la cartografía en la escuela a partir de una crítica al modelo tradicional de comprensión del mapa. Se discute el papel del mapa como dispositivo de representación de la realidad geográfica en el contexto de debates actuales sobre su dimensión política; además, se hace referencia a las posibilidades de deconstruir las formas dominantes de entenderlo, con la incorporación de mediaciones TIC en el proceso de enseñanza. El análisis es resultado de la implementación de un enfoque etnográfico que ha pretendido entender los elementos simbólicos asociados al mapa, en las prácticas de aula, por parte de los estudiantes. En tal sentido, se aborda el proceso de enseñanza-aprendizaje como una tarea de la investigación educativa.

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Imágenes cartográficas del mundo e imaginarios geográficos en la geografía escolar en Argentina

Cited by 3 publications

References 5 publications

Peronism in Billiken and Billiken in Peronism (1946–1955)

Peronism in Billiken and Billiken in Peronism (1946–1955)

Promoting visual literacy among undergraduate students in geography: teaching a visualized Latin America

El mapa al revés: representaciones, poder y TIC en la enseñanza escolar de la cartografía

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