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 assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Não possue artigos similaresSimilares em SciELO
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Diálogo andino

versão On-line ISSN 0719-2681

Resumo

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.

Palavras-chave : Teachers in Social Sciences; Teaching History; disciplinary knowledge; didactic knowledge..

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )