Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina
The fifty years of the Cordobazo, like all commemorations, constitute an invitation to reflect on its scope, limitations and legacies; a moment to examine, in the form of memory debate and its uses, this event "returns today" in a context of neoliberal advance, of disarticulation of tradit...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
2021
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/resenas/article/view/3229 |
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I22-R128-article-32292024-08-05T13:23:03Z Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina Jara, Miguel A. Cerdá, María Celeste Finalidades Historia reciente Cordobazo contrasocialización Purposes History Recent Cordobazo contrasocialización The fifty years of the Cordobazo, like all commemorations, constitute an invitation to reflect on its scope, limitations and legacies; a moment to examine, in the form of memory debate and its uses, this event "returns today" in a context of neoliberal advance, of disarticulation of traditional social movements, of a continuous present that annulled the past as experience and the future as expectation. "What's behind that keeps beating?" Asked Casullo(2007) about the sixties and seventies. And he answered: "Read the present from an absence, from what could not be". This way of revisiting that experience constitutes a starting point to reflect on the senses acquired by the presence of the "Cordobazo" as school content. We know that History finds one of the most widespread social uses in the school space. Also that in its incorporation to the curriculum, under the format of school disciplines and the habitual forms of management of the past in the classroom, not a few historical experiences are crystallized, "they stop beating", retaking the image proposed by the Argentine philosopher. Interpellate this process / historical content from the question of the purposes of its teaching, in a key "contrasocializadora" of the epochal times and stress certain habitual stories, constitutes the axis of a rigorous exercise of theoretical-epistemological reflection that we propose develop in this work with the aim of guiding subsequent didactic sequences. Los cincuenta años del Cordobazo, como toda conmemoración, constituyen una invitación a reflexionar sobre sus alcances, limitaciones y legados; un momento para examinar, bajo la forma de debate de la memoria y sus usos. este acontecimiento "regresa hoy" en tu contexto de avance neoliberal, de desarticulación de los movimientos sociales tradicionales, de un presente continuo que anuló el pasado como experiencia y el futuro como expectativa. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2021-07-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/3229 Reseñas de Enseñanza de la Historia; Núm. 17 (2019): Septiembre; 157-171 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/3229/pdf Derechos de autor 2021 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional del Comahue |
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| language |
Español |
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Artículo revista |
| topic |
Finalidades Historia reciente Cordobazo contrasocialización Purposes History Recent Cordobazo contrasocialización |
| spellingShingle |
Finalidades Historia reciente Cordobazo contrasocialización Purposes History Recent Cordobazo contrasocialización Jara, Miguel A. Cerdá, María Celeste Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| topic_facet |
Finalidades Historia reciente Cordobazo contrasocialización Purposes History Recent Cordobazo contrasocialización |
| author |
Jara, Miguel A. Cerdá, María Celeste |
| author_facet |
Jara, Miguel A. Cerdá, María Celeste |
| author_sort |
Jara, Miguel A. |
| title |
Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| title_short |
Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| title_full |
Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| title_fullStr |
Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| title_full_unstemmed |
Las significaciones en la enseñanza del Cordobazo en el contexto de la Historia Reciente/Presente Argentina |
| title_sort |
las significaciones en la enseñanza del cordobazo en el contexto de la historia reciente/presente argentina |
| description |
The fifty years of the Cordobazo, like all commemorations, constitute an invitation to reflect on its scope, limitations and legacies; a moment to examine, in the form of memory debate and its uses, this event "returns today" in a context of neoliberal advance, of disarticulation of traditional social movements, of a continuous present that annulled the past as experience and the future as expectation.
"What's behind that keeps beating?" Asked Casullo(2007) about the sixties and seventies. And he answered: "Read the present from an absence, from what could not be". This way of revisiting that experience constitutes a starting point to reflect on the senses acquired by the presence of the "Cordobazo" as school content.
We know that History finds one of the most widespread social uses in the school space. Also that in its incorporation to the curriculum, under the format of school disciplines and the habitual forms of management of the past in the classroom, not a few historical experiences are crystallized, "they stop beating", retaking the image proposed by the Argentine philosopher.
Interpellate this process / historical content from the question of the purposes of its teaching, in a key "contrasocializadora" of the epochal times and stress certain habitual stories, constitutes the axis of a rigorous exercise of theoretical-epistemological reflection that we propose develop in this work with the aim of guiding subsequent didactic sequences. |
| publisher |
APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales |
| publishDate |
2021 |
| url |
https://revele.uncoma.edu.ar/index.php/resenas/article/view/3229 |
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