The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code

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Taking into account the changes that the subject has undergone within the national curriculum, also the reduction of schedules and elimination in the last two years of secondary education, the purpose of this article is to identify, from the study programs of the subject, the curricular orientations...

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Autor principal: Guzmán Contreras, Patricio
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2021
Materias:
disciplinary code
formative value
history
contribution
curriculum
código disciplinar
valor formativo
historia
contribución
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153
Aporte de:
Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral
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record_format ojs
spelling I26-R133-article-101532022-01-18T11:37:02Z The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code El valor formativo de la Historia como disciplina escolar desde los programas de estudio de la educación secundaria chilena. Un análisis a través del código disciplinar Guzmán Contreras, Patricio disciplinary code formative value history contribution curriculum código disciplinar valor formativo historia contribución curriculum Taking into account the changes that the subject has undergone within the national curriculum, also the reduction of schedules and elimination in the last two years of secondary education, the purpose of this article is to identify, from the study programs of the subject, the curricular orientations on the formative contribution of history teaching in schools. It’s framed in the analysis of the disciplinary code proposed by Cuesta Fernández. Currently, the subject has been called into question with respect to its usefulness and contribution to student learning, to this end, teaching requires concrete actions in order to improve the quality of disciplinary learning, for this reason, the content analysis of official state documents must necessarily be interpreted under the lens of contemporary competencies, this revalues the discipline and the work of the teacher as an expert in education. A partir de constatar los cambios que ha tenido la asignatura dentro del curriculum nacional, también la reducción de horarios y eliminación en los dos últimos años de secundaria, este artículo tiene por objetivo identificar, desde los programas de estudio de la materia, las orientaciones curriculares sobre el aporte formativo de la enseñanza de la historia escolar. Se enmarca en el análisis del código disciplinar propuesto por Cuesta Fernández. En la actualidad, la asignatura se ha puesto en entredicho respecto a su utilidad y aporte en el aprendizaje estudiantil, para esto, la labor docente requiere acciones concretas para poder perfeccionar la calidad del aprendizaje disciplinar, por esta razón es que, el análisis de contenido de los documentos oficiales del Estado necesariamente debe ser interpretado bajo la lupa de las competencias contemporáneas, así se revaloriza la disciplina y la labor del profesor como experto en educación. Universidad Nacional del Litoral 2021-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares Peer reviewed article Artigo revisado por pares application/pdf text/xml application/zip https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153 10.14409/cya.v0i32.10153 Clío & Asociados. La historia enseñada; Núm. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 32 (2021): Clío & Asociados. La historia enseñada Clío & Asociados. La historia enseñada; n. 32 (2021): Clío & Asociados. La historia enseñada 2362-3063 0328-820X 10.14409/cya.v0i32 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153/13834 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153/13835 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153/13836 Derechos de autor 2021 Clío & Asociados. La historia enseñada. ISSN: 2362-3063
institution Universidad Nacional del Litoral
institution_str I-26
repository_str R-133
container_title_str Biblioteca Virtual - Publicaciones (UNL)
language Español
format Artículo revista
topic disciplinary code
formative value
history
contribution
curriculum
código disciplinar
valor formativo
historia
contribución
curriculum
spellingShingle disciplinary code
formative value
history
contribution
curriculum
código disciplinar
valor formativo
historia
contribución
curriculum
Guzmán Contreras, Patricio
The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
topic_facet disciplinary code
formative value
history
contribution
curriculum
código disciplinar
valor formativo
historia
contribución
curriculum
author Guzmán Contreras, Patricio
author_facet Guzmán Contreras, Patricio
author_sort Guzmán Contreras, Patricio
title The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
title_short The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
title_full The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
title_fullStr The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
title_full_unstemmed The formative value of History as a school discipline from the study programs of Chilean secondary education: An analysis through the disciplinary code
title_sort formative value of history as a school discipline from the study programs of chilean secondary education: an analysis through the disciplinary code
description Taking into account the changes that the subject has undergone within the national curriculum, also the reduction of schedules and elimination in the last two years of secondary education, the purpose of this article is to identify, from the study programs of the subject, the curricular orientations on the formative contribution of history teaching in schools. It’s framed in the analysis of the disciplinary code proposed by Cuesta Fernández. Currently, the subject has been called into question with respect to its usefulness and contribution to student learning, to this end, teaching requires concrete actions in order to improve the quality of disciplinary learning, for this reason, the content analysis of official state documents must necessarily be interpreted under the lens of contemporary competencies, this revalues the discipline and the work of the teacher as an expert in education.
publisher Universidad Nacional del Litoral
publishDate 2021
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/10153
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first_indexed 2023-07-05T23:08:11Z
last_indexed 2023-07-05T23:08:11Z
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