Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil

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This paper tries to explore different aspects that occur in reading and writing history in secondary school. Some of the questions that guide this work are:  which are the reading and writing practices that teachers performed in order to reach good aims with their students? Which are the pe...

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Detalles Bibliográficos
Autores principales: Gregorini, Vanesa, Cuesta, Virginia
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional del Litoral 2019
Materias:
teaching history
practices
teachers
reading
writing
enseñanza de la historia
prácticas
docentes
lectura
escritura
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8407
Aporte de:
Biblioteca Virtual - Publicaciones (UNL) de Universidad Nacional del Litoral
id I26-R133-article-8407
record_format ojs
spelling I26-R133-article-84072021-10-09T19:30:58Z Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil Escenas de lectura y escritura en las clases de Historia. Una mirada sobre las aulas del nivel secundario en la ciudad de Tandil Gregorini, Vanesa Cuesta, Virginia teaching history practices teachers reading writing enseñanza de la historia prácticas docentes lectura escritura This paper tries to explore different aspects that occur in reading and writing history in secondary school. Some of the questions that guide this work are:  which are the reading and writing practices that teachers performed in order to reach good aims with their students? Which are the perceptions underneath there practices? This search tries to put on surface the goals of the history of reading and the social sciences in relation with the idea that the motor of change in the scholar system are the teachers and the students. Also our methodological work is based on ethnography because it allows contemplating the everyday of the scholar rooms. This kind of work reveals that commonly the teachers tries to read the texts in class. The teachers mix different activities as reading in out loud, discussion themes and writing on the board. These practices stimulate different questions in relation with the history contents of the class. As searchers we propose some clues to analyze these activities. Desde el campo de la Didáctica de la Historia, este artículo busca explorar las variables que se entretejen en las prácticas de lectura y escritura en el cotidiano de las aulas de Historia en el nivel medio. Algunos de los interrogantes que guían el trabajo son los siguientes: ¿Cuáles son las prácticas de lectura y escritura que los docentes de Historia propician con la intención de que los alumnos aprendan? ¿Qué sentidos, criterios y percepciones anidan detrás de tales prácticas? Esta investigación articula los aportes de la historia de la lectura y de los estudios socioculturales, que han colocado al accionar de los sujetos como motor de cambio de las culturas escolares, y de la etnografía como enfoque privilegiado que permite acceder a las prácticas cotidianas. Constatamos, de este modo, la existencia de prácticas frecuentes que los docentes de Historia despliegan cotidianamente y cuya esencia es el desarrollo de explicaciones dialogadas. En general, son motorizadas por la realización de interrogantes que buscan estimular la lectura y escritura por parte de los alumnos. Proponer líneas de análisis sobre los sentidos y significaciones que sustentan tales prácticas es uno de los propósitos de esta presentación. Universidad Nacional del Litoral 2019-12-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8407 10.14409/cya.v0i29.8407 Clío & Asociados. La historia enseñada; Núm. 29 (2019): Clío & Asociados. La historia enseñada; 8-21 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 29 (2019): Clío & Asociados. La historia enseñada; 8-21 Clío & Asociados. La historia enseñada; n. 29 (2019): Clío & Asociados. La historia enseñada; 8-21 2362-3063 0328-820X 10.14409/cya.v0i29 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8407/12256 Derechos de autor 2019 Clío & Asociados. La historia enseñada
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 teaching history
practices
teachers
reading
writing
enseñanza de la historia
prácticas
docentes
lectura
escritura
spellingShingle teaching history
practices
teachers
reading
writing
enseñanza de la historia
prácticas
docentes
lectura
escritura
Gregorini, Vanesa
Cuesta, Virginia
Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
topic_facet teaching history
practices
teachers
reading
writing
enseñanza de la historia
prácticas
docentes
lectura
escritura
author Gregorini, Vanesa
Cuesta, Virginia
author_facet Gregorini, Vanesa
Cuesta, Virginia
author_sort Gregorini, Vanesa
title Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
title_short Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
title_full Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
title_fullStr Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
title_full_unstemmed Reading and writing scenes in History classes.A look at the secondary level classrooms in the city of Tandil
title_sort reading and writing scenes in history classes.a look at the secondary level classrooms in the city of tandil
description This paper tries to explore different aspects that occur in reading and writing history in secondary school. Some of the questions that guide this work are:  which are the reading and writing practices that teachers performed in order to reach good aims with their students? Which are the perceptions underneath there practices? This search tries to put on surface the goals of the history of reading and the social sciences in relation with the idea that the motor of change in the scholar system are the teachers and the students. Also our methodological work is based on ethnography because it allows contemplating the everyday of the scholar rooms. This kind of work reveals that commonly the teachers tries to read the texts in class. The teachers mix different activities as reading in out loud, discussion themes and writing on the board. These practices stimulate different questions in relation with the history contents of the class. As searchers we propose some clues to analyze these activities.
publisher Universidad Nacional del Litoral
publishDate 2019
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8407
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AT gregorinivanesa escenasdelecturayescrituraenlasclasesdehistoriaunamiradasobrelasaulasdelnivelsecundarioenlaciudaddetandil
AT cuestavirginia escenasdelecturayescrituraenlasclasesdehistoriaunamiradasobrelasaulasdelnivelsecundarioenlaciudaddetandil
first_indexed 2023-07-05T23:09:05Z
last_indexed 2023-07-05T23:09:05Z
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