Entre lo informativo y lo estratégico: la cuestión de los abordajes del conocimiento histórico en la enseñanza de la historia
This study focuses on the different available approaches to the history knowledge prac-ticed by a history reader who is also a teacher. These diverse approaches (informative, opera-tive and strategic) are present both at the time of reading the history books and the teaching of the knowledge cont...
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| Format: | Article |
| Language: | Spanish |
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Universidad Nacional del Litoral
2012-02-01
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| Series: | Clio y Asociados |
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| Online Access: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/1716/2671 |
| Summary: | This study focuses on the different available approaches to the history knowledge prac-ticed by a history reader who is also a teacher. These diverse approaches (informative, opera-tive and strategic) are present both at the time of reading the history books and the teaching of the knowledge contained therein. Consequently, the approach is the axis of the sense–making during the reading of a history book, as well as the creation of the means in which the teaching contents are delivered to the students. It is its own condition of tool of analysis for the practice of teaching what allows it to delve deeper into the various situations related with the practice of history teaching, from class or course planning to the comprehension of the hits and misses with students during exercising and assessment. |
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| ISSN: | 0328-820X 2362-3063 |