Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level

This work is based on the review of teaching and learning practices of Social Sciences and particularly of the inclusion of EIB in primary school based on the experiences developed in the institutions where we work as teachers, both located in Gran San Miguel de Tucumán. This involved reflecting on...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Ríos Tapia, Sebastián, Moya, Carolina de los Ángeles
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022
Materias:
ciencias sociales
Educación Intercultural Bilingüe
pueblos indígenas
Social sciences
didactic knowledge of indigenous world
indigenous groups
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/4371
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-4371
record_format ojs
spelling I22-R128-article-43712024-08-06T15:48:27Z Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level Enseñar Ciencias Sociales desde la EIB: experiencias en la formación docente para el nivel primario en dos instituciones de la provincia de Tucumán Ríos Tapia, Sebastián Moya, Carolina de los Ángeles ciencias sociales Educación Intercultural Bilingüe pueblos indígenas Social sciences didactic knowledge of indigenous world indigenous groups This work is based on the review of teaching and learning practices of Social Sciences and particularly of the inclusion of EIB in primary school based on the experiences developed in the institutions where we work as teachers, both located in Gran San Miguel de Tucumán. This involved reflecting on the context in which our students develop their residences in the associated schools in the area, giving them a voice as protagonists of their own experiences.The scarce time dedicated to Social Sciences and to IBT, particularly, was visualized, so we started a work in which we revisit the theoretical and normative frameworks of IBT, the curricular designs for the level and we focus on the design of classroom proposals that contemplate the IBT.The intention is to provide theoretical and methodological tools that allow us to approach the disciplinary and didactic knowledge of the IBT and its training potential. Este trabajo parte de la revisión de prácticas de enseñanza y aprendizaje de las Ciencias Sociales y, en particular, de la inclusión de la Educación Intercultural Bilingüe (EIB) en la escuela primaria, en base a las experiencias desarrolladas en las instituciones donde ejercemos como docentes, ambas ubicadas en el Gran San Miguel de Tucumán. Esto implicó reflexionar sobre el contexto en el cual nuestras alumnas desarrollan sus residencias en las escuelas asociadas de la zona, dándoles la voz a ellas como protagonistas de sus propias experiencias. Se visualizó el escaso tiempo que se le dedica a las Ciencias Sociales y a la EIB, en particular, por lo que iniciamos un trabajo en el que revisitamos sus marcos teóricos y normativos, los diseños curriculares para el nivel y nos centramos en el diseño de propuestas áulicas que contemplen la EIB. La intención es dotar de herramientas teóricas y metodológicas que permitan aproximarnos a los conocimientos disciplinares y didácticos de la EIB y su potencial formativo. Palabras claves: ciencias sociales, Educación Intercultural Bilingüe, pueblos indígenas APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2022-11-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/4371 Reseñas de Enseñanza de la Historia; Núm. 21 (2022): Noviembre; 58-71 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/4371/61367 https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic ciencias sociales
Educación Intercultural Bilingüe
pueblos indígenas
Social sciences
didactic knowledge of indigenous world
indigenous groups
spellingShingle ciencias sociales
Educación Intercultural Bilingüe
pueblos indígenas
Social sciences
didactic knowledge of indigenous world
indigenous groups
Ríos Tapia, Sebastián
Moya, Carolina de los Ángeles
Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
topic_facet ciencias sociales
Educación Intercultural Bilingüe
pueblos indígenas
Social sciences
didactic knowledge of indigenous world
indigenous groups
author Ríos Tapia, Sebastián
Moya, Carolina de los Ángeles
author_facet Ríos Tapia, Sebastián
Moya, Carolina de los Ángeles
author_sort Ríos Tapia, Sebastián
title Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
title_short Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
title_full Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
title_fullStr Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
title_full_unstemmed Teaching Social sciences from the Intercultural Bilingual Approach: Experiences for Primary Level
title_sort teaching social sciences from the intercultural bilingual approach: experiences for primary level
description This work is based on the review of teaching and learning practices of Social Sciences and particularly of the inclusion of EIB in primary school based on the experiences developed in the institutions where we work as teachers, both located in Gran San Miguel de Tucumán. This involved reflecting on the context in which our students develop their residences in the associated schools in the area, giving them a voice as protagonists of their own experiences.The scarce time dedicated to Social Sciences and to IBT, particularly, was visualized, so we started a work in which we revisit the theoretical and normative frameworks of IBT, the curricular designs for the level and we focus on the design of classroom proposals that contemplate the IBT.The intention is to provide theoretical and methodological tools that allow us to approach the disciplinary and didactic knowledge of the IBT and its training potential.
publisher APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
publishDate 2022
url https://revele.uncoma.edu.ar/index.php/resenas/article/view/4371
work_keys_str_mv AT riostapiasebastian teachingsocialsciencesfromtheinterculturalbilingualapproachexperiencesforprimarylevel
AT moyacarolinadelosangeles teachingsocialsciencesfromtheinterculturalbilingualapproachexperiencesforprimarylevel
AT riostapiasebastian ensenarcienciassocialesdesdelaeibexperienciasenlaformaciondocenteparaelnivelprimarioendosinstitucionesdelaprovinciadetucuman
AT moyacarolinadelosangeles ensenarcienciassocialesdesdelaeibexperienciasenlaformaciondocenteparaelnivelprimarioendosinstitucionesdelaprovinciadetucuman
first_indexed 2022-11-19T17:04:49Z
last_indexed 2025-02-05T23:02:04Z
_version_ 1823260304405954560

Ejemplares similares