Researching, disseminating, teaching: obstacles and resources for the study of recent history
In their daily endeavor, the historian who invests in the History of the Present as their field of study finds both impediments and new possibilities in their way. The first obstacle is the peculiar nature of this chronological phase. The classical divisions of history -prehistory, ancient, medieval...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13854
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842
https://repositorio.uptc.edu.co/handle/001/13854
- Palabra clave:
- History of the present
Archives
Secondary education
Dictatorship
Transition
Historia del Presente
Archivos
Enseñanza secundaria
Dictadura
Transición
Histoire du présent
archives
enseignement
dictature
transition
- Rights
- License
- Derechos de autor 2020 Historia Y MEMORIA
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| dc.title.en-US.fl_str_mv |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| dc.title.es-ES.fl_str_mv |
Investigar, divulgar, enseñar: obstáculos y recursos para el estudio de la Historia reciente |
| dc.title.fr-FR.fl_str_mv |
Rechercher, divulguer, enseigner: difficultés et ressources pour l’étude de l’histoire récente |
| title |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| spellingShingle |
Researching, disseminating, teaching: obstacles and resources for the study of recent history History of the present Archives Secondary education Dictatorship Transition Historia del Presente Archivos Enseñanza secundaria Dictadura Transición Histoire du présent archives enseignement dictature transition |
| title_short |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| title_full |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| title_fullStr |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| title_full_unstemmed |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| title_sort |
Researching, disseminating, teaching: obstacles and resources for the study of recent history |
| dc.subject.en-US.fl_str_mv |
History of the present Archives Secondary education Dictatorship Transition |
| topic |
History of the present Archives Secondary education Dictatorship Transition Historia del Presente Archivos Enseñanza secundaria Dictadura Transición Histoire du présent archives enseignement dictature transition |
| dc.subject.es-ES.fl_str_mv |
Historia del Presente Archivos Enseñanza secundaria Dictadura Transición |
| dc.subject.fr-FR.fl_str_mv |
Histoire du présent archives enseignement dictature transition |
| description |
In their daily endeavor, the historian who invests in the History of the Present as their field of study finds both impediments and new possibilities in their way. The first obstacle is the peculiar nature of this chronological phase. The classical divisions of history -prehistory, ancient, medieval and modern-are closed off and their incidence in the current sociopolitical reality is quite blurred. However, contemporary history is still open and, within it, is the history of the present, that of the last three living generations. Another drawback is that the sources of the history of the present, although they exist in abundance, are under legal restrictions of access. This makes the task of the researcher, the disseminator, and the teacher more difficult, although the modern digitalization and network dissemination techniques have opened up a broad field of action. Digitalization and access to information on the internet are providing researchers, teachers, and students with new possibilities that, along with the exercising of a critical paradigm, may contribute to writing history from a renewed social and political viewpoint. |
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2020 |
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2024-07-05T19:08:06Z |
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2024-07-05T19:08:06Z |
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2020-07-01 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842 10.19053/20275137.n21.2020.9842 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/13854 |
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https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842 https://repositorio.uptc.edu.co/handle/001/13854 |
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10.19053/20275137.n21.2020.9842 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842/9415 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842/9545 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2020 Historia Y MEMORIA https://creativecommons.org/licenses/by-nc-nd/3.0/ |
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http://purl.org/coar/access_right/c_abf2 |
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Derechos de autor 2020 Historia Y MEMORIA https://creativecommons.org/licenses/by-nc-nd/3.0/ http://purl.org/coar/access_right/c_abf2 |
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application/pdf application/xml |
| dc.publisher.es-ES.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Historia Y Memoria; No. 21 (2020): Policies of memory, memories of resistance. History in the post-truth era; 199-232 |
| dc.source.es-ES.fl_str_mv |
Historia Y Memoria; Núm. 21 (2020): Julio-Diciembre 2020. Políticas de memoria, memorias de resistencia. La historia en la era de la posverdad; 199-232 |
| dc.source.fr-FR.fl_str_mv |
Historia Y Memoria; No 21 (2020): Politiques de la mémoire, mémoires de résistance. L’histoire à l’ère de la post-vérité; 199-232 |
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2322-777X 2027-5137 10.19053/20275137.n21.2020 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2020-07-012024-07-05T19:08:06Z2024-07-05T19:08:06Zhttps://revistas.uptc.edu.co/index.php/historia_memoria/article/view/984210.19053/20275137.n21.2020.9842https://repositorio.uptc.edu.co/handle/001/13854In their daily endeavor, the historian who invests in the History of the Present as their field of study finds both impediments and new possibilities in their way. The first obstacle is the peculiar nature of this chronological phase. The classical divisions of history -prehistory, ancient, medieval and modern-are closed off and their incidence in the current sociopolitical reality is quite blurred. However, contemporary history is still open and, within it, is the history of the present, that of the last three living generations. Another drawback is that the sources of the history of the present, although they exist in abundance, are under legal restrictions of access. This makes the task of the researcher, the disseminator, and the teacher more difficult, although the modern digitalization and network dissemination techniques have opened up a broad field of action. Digitalization and access to information on the internet are providing researchers, teachers, and students with new possibilities that, along with the exercising of a critical paradigm, may contribute to writing history from a renewed social and political viewpoint.En su quehacer cotidiano, el historiador que apuesta como ámbito de estudio por la Historia del Presente encuentra en su camino tanto con impedimentos como nuevas posibilidades. El primer hándicap es la peculiar naturaleza de esta etapa cronológica. Las clásicas divisiones de la Historia –Prehistoria, Antigua, Medieval y Moderna– están clausuradas y su incidencia en la realidad sociopolítica actual está muy difuminada. Sin embargo, la Historia Contemporánea sigue abierta y, dentro de ella, la Historia del Presente, la de las tres últimas generaciones vivas, late en las pulsiones del día a día. Otro se deriva del hecho de que las fuentes de la Historia del Presente, aunque abundantísimas, están bajo la caución de las restricciones legales de acceso. Esto dificulta la tarea del investigador, el divulgador y el docente, aunque las modernas técnicas de digitalización y de difusión en red han abierto un amplio campo de acción. La digitalización y el acceso a la información en internet están proporcionando a los investigadores, docentes y estudiantes nuevas posibilidades que, acompañadas del ejercicio de un paradigma crítico, pueden contribuir a una escritura de la historia desde una óptica social y política renovada.L’historien qui s’adonne à l’histoire du présent rencontreaussi bien des obstacles que des possibilités. Le premierhandicap c’est la nature même de cette tranche chronologique. La division classique de l’histoire: préhistoire, antique, médiévale et moderne, semblent définitivement close et, par ailleurs, peu présente dans la vie socio-politique. Or, l’histoire contemporaine reste, elle, ouverte, et plus précisément l’histoire du présent, dont la vivacité se laisse sentir au jour le jour. Un autre problème vient du fait que les sources de l’histoire du présent, si bien qu’elles sont abondantes, restent souvent interdites à la consultation. Cela rend difficile la tâche du chercheur, du divulgateur et de l’enseignant, même si les techniques de numérisation ont ouvert des possibilités importantes d’accès à ce genre de documents. Ces possibilités, accompagnées d’un exercice critique, peuvent contribuer à une écriture de l’histoire dans une perspective sociale et politique renouvelée.application/pdfapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842/9415https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/9842/9545Derechos de autor 2020 Historia Y MEMORIAhttps://creativecommons.org/licenses/by-nc-nd/3.0/http://purl.org/coar/access_right/c_abf2Historia Y Memoria; No. 21 (2020): Policies of memory, memories of resistance. History in the post-truth era; 199-232Historia Y Memoria; Núm. 21 (2020): Julio-Diciembre 2020. Políticas de memoria, memorias de resistencia. La historia en la era de la posverdad; 199-232Historia Y Memoria; No 21 (2020): Politiques de la mémoire, mémoires de résistance. L’histoire à l’ère de la post-vérité; 199-2322322-777X2027-513710.19053/20275137.n21.2020History of the presentArchivesSecondary educationDictatorshipTransitionHistoria del PresenteArchivosEnseñanza secundariaDictaduraTransiciónHistoire du présentarchivesenseignementdictaturetransitionResearching, disseminating, teaching: obstacles and resources for the study of recent historyInvestigar, divulgar, enseñar: obstáculos y recursos para el estudio de la Historia recienteRechercher, divulguer, enseigner: difficultés et ressources pour l’étude de l’histoire récenteinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Hernández Sánchez, Fernando001/13854oai:repositorio.uptc.edu.co:001/138542025-07-18 11:17:42.115metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |