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Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology

This essay reflects on the meaning of the discipline of History in the postmodern world and on its pedagogical possibilities in the educational environment, so that throughout this article we investigate the renewal of teaching activity within the subject of History. For this we design a didactic pr...

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Autor Principal: García Leiva, Ernesto
Formato: Artículo revista
Lenguaje:spa
Publicado: Universidad Nacional del Litoral 2020
Acceso en línea:https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8901
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spelling oai:bibliotecavirtual.unl.edu.ar:article-89012021-10-09T22:37:43Z Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology Propuesta didáctica para desarrollar competencias cosmopolitas críticas y destrezas en el pensamiento histórico a partir de la metodología situación-problema García Leiva, Ernesto This essay reflects on the meaning of the discipline of History in the postmodern world and on its pedagogical possibilities in the educational environment, so that throughout this article we investigate the renewal of teaching activity within the subject of History. For this we design a didactic proposal that is based on critical teaching and participatory learning, so we implement the situation-problem methodology. This proposal aims to promote hermeneutical skills in the analysis of sources and representations to know the events of the past. In relationship with it we develop historical thinking and critical cosmopolitan competences in students. We practice our didactic proposal in a course of 4 ESO, within the Spanish education system, to later work out the results. Este ensayo reflexiona sobre el sentido de la disciplina de la historia en el mundo posmoderno y sobre sus posibilidades pedagógicas en el entorno educativo, de manera que a lo largo de este artículo indagamos en la renovación de la actividad docente dentro de la asignatura de Historia. Para ello diseñamos una propuesta didáctica que se fundamenta en la didáctica crítica y en el aprendizaje participativo por lo que implementamos la metodología situación-problema. Esta propuesta pretende fomentar habilidades hermenéuticas en el análisis de las fuentes y de las representaciones para abordar los hechos del pasado. En base a ello desarrollamos el pensamiento histórico y las competencias cosmopolitas críticas en el alumnado. Ensayamos nuestra propuesta didáctica en un curso de 4 de ESO, dentro del sistema educativo español, para posteriormente valorar sus resultados. Universidad Nacional del Litoral 2020-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion artículo Articulo info:ar-repo/semantics/artículo application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8901 10.14409/cya.v0i30.8901 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; Núm. 30 (2020): Clío & Asociados. La historia enseñada; 148-168 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No 30 (2020): Clío & Asociados. La historia enseñada; 148-168 Clio & Asociados. La historia enseñada. ISSN: 2362-3063; n. 30 (2020): Clío & Asociados. La historia enseñada; 148-168 2362-3063 0328-820X 10.14409/cya.v0i30 spa info:eu-repo/grantAgreement/EC/FP7/ https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8901/12688 info:eu-repo/semantics/openAccess Derechos de autor 2020 Clío & Asociados. La historia enseñada
institution Universidad Nacional del Litoral
collection Publicaciones periódicas
language spa
format Artículo revista
description This essay reflects on the meaning of the discipline of History in the postmodern world and on its pedagogical possibilities in the educational environment, so that throughout this article we investigate the renewal of teaching activity within the subject of History. For this we design a didactic proposal that is based on critical teaching and participatory learning, so we implement the situation-problem methodology. This proposal aims to promote hermeneutical skills in the analysis of sources and representations to know the events of the past. In relationship with it we develop historical thinking and critical cosmopolitan competences in students. We practice our didactic proposal in a course of 4 ESO, within the Spanish education system, to later work out the results.
author García Leiva, Ernesto
spellingShingle García Leiva, Ernesto
Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
author_facet García Leiva, Ernesto
author_sort García Leiva, Ernesto
title Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
title_short Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
title_full Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
title_fullStr Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
title_full_unstemmed Didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
title_sort didactic proposal to develop critical cosmopolitan competences and skills in historical thinking from the situation-problem methodology
publisher Universidad Nacional del Litoral
publishDate 2020
url https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/8901
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score 11.845246

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