The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections
In everyday life, people experience social problems in an integral way, not in a fragmented way. The same does not happen in teaching. That is why it is important to promote other rationalities that make it possible to build other educational practices. Interdisciplinarity invites to establish non-h...
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Universidad Nacional del Litoral
2020
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8951 |
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I26-R133-article-89512021-10-09T19:37:43Z The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections El enfoque interdisciplinar en la enseñanza de las Ciencias Sociales y Humanas. Reflexiones epistemológicas y metodológicas Jara, Miguel Ángel interdisciplinarity social sciences teaching complexity interdisciplinariedad didáctica de las ciencias sociales complejidad In everyday life, people experience social problems in an integral way, not in a fragmented way. The same does not happen in teaching. That is why it is important to promote other rationalities that make it possible to build other educational practices. Interdisciplinarity invites to establish non-hierarchical and collaborative relationships, which venture new learning opportunities, in which reflection on social problems can guide the articulation of a reality that is complex.Within this framework, the purpose of this writing is to offer -from an epistemological and methodological reflection originated in the contribution of diversity of readings and situated experiences- clues to think about an interdisciplinary approach in the teaching of social and human sciences. We recover the interdisciplinary perspective to focus on one of its components: complex thinking that is characterized, fundamentally, by being relational and undisciplined and that develops in constant reflection that allows us to make decisions, in our case, about science education social and human from social problems. En la vida cotidiana las personas experimentamos los problemas sociales de manera integral, no de manera fragmentada. No sucede lo mismo en la enseñanza. Es por ello que resulta importante promover otras racionalidades que posibiliten construir otras prácticas educativas. La interdisciplinariedadinvita a establecer relaciones no jerárquicas y colaborativas, que aventuren nuevas oportunidades de aprendizaje, en la que la reflexión sobre problemas sociales pueda orientar la articulación de una realidad que escompleja.En este marco, el propósito de este escrito es ofrecer -a partir de una reflexión epistemológica y metodológica originada en el aporte de diversidad de lecturas y de experiencias situadas- pistas para pensar en un enfoque interdisciplinar en la enseñanza de las ciencias sociales y humanas. Recuperamos la perspectiva interdisciplinar para centraremos en uno de sus componentes: el pensamiento complejo que se caracteriza, fundamentalmente, por ser relacional e indisciplinado y que se desarrolla en la reflexión constante que nos permite tomar decisiones, en nuestro caso, sobre la enseñanza de las ciencias sociales y humanas a partir de problemas sociales. Universidad Nacional del Litoral 2020-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8951 10.14409/cya.v0i30.8951 Clío & Asociados. La historia enseñada; Núm. 30 (2020): Clío & Asociados. La historia enseñada; 75-89 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 30 (2020): Clío & Asociados. La historia enseñada; 75-89 Clío & Asociados. La historia enseñada; n. 30 (2020): Clío & Asociados. La historia enseñada; 75-89 2362-3063 0328-820X 10.14409/cya.v0i30 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8951/12683 Derechos de autor 2020 Clío & Asociados. La historia enseñada |
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Universidad Nacional del Litoral |
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I-26 |
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R-133 |
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Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
interdisciplinarity social sciences teaching complexity interdisciplinariedad didáctica de las ciencias sociales complejidad |
| spellingShingle |
interdisciplinarity social sciences teaching complexity interdisciplinariedad didáctica de las ciencias sociales complejidad Jara, Miguel Ángel The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| topic_facet |
interdisciplinarity social sciences teaching complexity interdisciplinariedad didáctica de las ciencias sociales complejidad |
| author |
Jara, Miguel Ángel |
| author_facet |
Jara, Miguel Ángel |
| author_sort |
Jara, Miguel Ángel |
| title |
The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| title_short |
The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| title_full |
The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| title_fullStr |
The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| title_full_unstemmed |
The interdisciplinary approach in teaching Social and Human Sciences. Epistemological and methodological reflections |
| title_sort |
interdisciplinary approach in teaching social and human sciences. epistemological and methodological reflections |
| description |
In everyday life, people experience social problems in an integral way, not in a fragmented way. The same does not happen in teaching. That is why it is important to promote other rationalities that make it possible to build other educational practices. Interdisciplinarity invites to establish non-hierarchical and collaborative relationships, which venture new learning opportunities, in which reflection on social problems can guide the articulation of a reality that is complex.Within this framework, the purpose of this writing is to offer -from an epistemological and methodological reflection originated in the contribution of diversity of readings and situated experiences- clues to think about an interdisciplinary approach in the teaching of social and human sciences. We recover the interdisciplinary perspective to focus on one of its components: complex thinking that is characterized, fundamentally, by being relational and undisciplined and that develops in constant reflection that allows us to make decisions, in our case, about science education social and human from social problems. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2020 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8951 |
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