SciELO - Scientific Electronic Library Online

 
 número53LOS SABERES HISTÓRICOS ESCOLARES COMO CONSTRUCCIÓN SITUADA Y SINGULAREL APRENDIZAJE HISTÓRICO EN LA EDUCACIÓN SECUNDARIA. JÓVENES CHILENOS Y CONCIENCIA HISTÓRICA índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Diálogo andino

versión On-line ISSN 0719-2681

Resumen

PANTOJA SUAREZ, Paula Tatiana. TEACH HISTORY, A CHALLENGE BETWEEN THE DIDACTIC AND THE DISCIPLINE: REFLECTION SINCE THE FORMATION A SOCIAL SCIENCE TEACHERSIN COLOMBIA. Diálogo Andino [online]. 2017, n.53, pp.59-71. ISSN 0719-2681.  http://dx.doi.org/10.4067/S0719-26812017000200059.

The intention of this article is to establish a reflection from the disciplinary and didactic aspects on the teaching of History, which emerged as part of an investigation with teachers of Social Sciences in formation of the University of Caldas (Manizales, Colombia), around the historical consciousness category. The research was carried out from the approach of the theory grounded, where from the speeches and practices of teachers in the exercise and formation of the mentioned institution, allowed make reflections on the social role of history and history in school. This work expresses the need for teacher training programs to relate in their teaching processes their own knowledge that supports the fields of knowledge, with the formative intentions that support the processes that will be realized in their life as teaching professionals of the Social Sciences under the Colombian context.

Palabras clave : Teachers in Social Sciences; Teaching History; disciplinary knowledge; didactic knowledge..

        · resumen en Español     · texto en Español     · Español ( pdf )