History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.

Mostrar todas las versiones(4)

The investigation arises within the framework of a series of curricular changes occurred in Chile, due to the incorporation of citizenship education as a core axis in the subject of History, Geography and Social Sciences, of the Citizen Education Plan for schools subsidized by the state and the crea...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autores principales: Altamirano Soto, Marcela, Pagès Blanch, Joan
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2018
Materias:
citizenship
citizenship education
civic education
teacher thinking
ciudadanía
formación ciudadana
educación cívica
pensamiento docente
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7232
Aporte de:
Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral
id I26-R133-article-7232
record_format ojs
spelling I26-R133-article-72322021-10-09T19:26:13Z History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile. Pensamiento del profesorado de Historia, Geografía y Ciencias Sociales sobre la formación ciudadana en Chile Altamirano Soto, Marcela Pagès Blanch, Joan citizenship citizenship education civic education teacher thinking ciudadanía formación ciudadana educación cívica pensamiento docente The investigation arises within the framework of a series of curricular changes occurred in Chile, due to the incorporation of citizenship education as a core axis in the subject of History, Geography and Social Sciences, of the Citizen Education Plan for schools subsidized by the state and the creation of the Citizen Training subject. It is investigated the thinking of teachers of history, geography and social sciences on citizenship education. The goal is to interpret their beliefs, approaches, academic training and teaching strategies declared by themselves. Basing on a mixed methodology and a phenomenological design, a survey was applied to 82 teachers and 20 of them were interviewed. The results show that, in the absence of academic training and a study program, teachers have opted to incorporate citizenship based on their own approach, this is closer to civic education than to citizen education, which is evidenced in a thought that puts as central themes of learning: the rights and duties of the citizen, political participation and institutionality. Esta investigación surge en el marco de una serie de cambios curriculares acontecidos en Chile, a raíz de la incorporación de la formación ciudadana como un eje central en la asignatura de Historia, Geografía y Ciencias Sociales, del Plan de Formación Ciudadana para los colegios subvencionados por el estado y la creación de la asignatura de Formación Ciudadana. Se indaga cuál es el pensamiento del profesorado de historia, geografía y ciencias sociales sobre la formación ciudadana. El objetivo es interpretar sus creencias y enfoques, su formación académica y las estrategias didácticas declaradas por ellos. Bajo una metodología mixta y un diseño fenomenológico, se aplicó una encuesta a 82 docentes y una entrevista a 20 de ellos. Los resultados muestran que, ante la ausencia de formación académica y un programa de estudio, los docentes han optado por incorporar la ciudadanía a partir de su propio enfoque, el cual es más cercano a la educación cívica que a la formación ciudadana. Su pensamiento pone en evidencia los temas centrales de aprendizaje: los derechos y deberes del ciudadano, la participación política y la institucionalidad. Universidad Nacional del Litoral 2018-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7232 10.14409/cya.v0i26.7232 Clío & Asociados. La historia enseñada; Núm. 26 (2018): Clío & Asociados. La historia enseñada; 24-37 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 26 (2018): Clío & Asociados. La historia enseñada; 24-37 Clío & Asociados. La historia enseñada; n. 26 (2018): Clío & Asociados. La historia enseñada; 24-37 2362-3063 0328-820X 10.14409/cya.v0i26 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7232/10866 Derechos de autor 2018 Clio y Asociados
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 citizenship
citizenship education
civic education
teacher thinking
ciudadanía
formación ciudadana
educación cívica
pensamiento docente
spellingShingle citizenship
citizenship education
civic education
teacher thinking
ciudadanía
formación ciudadana
educación cívica
pensamiento docente
Altamirano Soto, Marcela
Pagès Blanch, Joan
History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
topic_facet citizenship
citizenship education
civic education
teacher thinking
ciudadanía
formación ciudadana
educación cívica
pensamiento docente
author Altamirano Soto, Marcela
Pagès Blanch, Joan
author_facet Altamirano Soto, Marcela
Pagès Blanch, Joan
author_sort Altamirano Soto, Marcela
title History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
title_short History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
title_full History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
title_fullStr History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
title_full_unstemmed History, Geography and Social Sciences teachers’ thinking on citizenship education in Chile.
title_sort history, geography and social sciences teachers’ thinking on citizenship education in chile.
description The investigation arises within the framework of a series of curricular changes occurred in Chile, due to the incorporation of citizenship education as a core axis in the subject of History, Geography and Social Sciences, of the Citizen Education Plan for schools subsidized by the state and the creation of the Citizen Training subject. It is investigated the thinking of teachers of history, geography and social sciences on citizenship education. The goal is to interpret their beliefs, approaches, academic training and teaching strategies declared by themselves. Basing on a mixed methodology and a phenomenological design, a survey was applied to 82 teachers and 20 of them were interviewed. The results show that, in the absence of academic training and a study program, teachers have opted to incorporate citizenship based on their own approach, this is closer to civic education than to citizen education, which is evidenced in a thought that puts as central themes of learning: the rights and duties of the citizen, political participation and institutionality.
publisher Universidad Nacional del Litoral
publishDate 2018
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7232
work_keys_str_mv AT altamiranosotomarcela historygeographyandsocialsciencesteachersthinkingoncitizenshipeducationinchile
AT pagesblanchjoan historygeographyandsocialsciencesteachersthinkingoncitizenshipeducationinchile
AT altamiranosotomarcela pensamientodelprofesoradodehistoriageografiaycienciassocialessobrelaformacionciudadanaenchile
AT pagesblanchjoan pensamientodelprofesoradodehistoriageografiaycienciassocialessobrelaformacionciudadanaenchile
first_indexed 2023-07-05T23:08:04Z
last_indexed 2023-07-05T23:08:04Z
_version_ 1770623845046157312

Ejemplares similares