Mnemotopía : el lugar de la memoria en la enseñanza-aprendizaje de las ciencias sociales
This research answers the question: which are the conceptions built by twelve teachers from official schools in Bogota concerning the role of memory in the social sciences teaching-learning practices? Thus, a qualitative study was designed including semi-structured interviews and non-participant obs...
- Autores:
-
Mendoza Torres, Diego Fernando
- Tipo de recurso:
- Fecha de publicación:
- 2017
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/61280
- Acceso en línea:
- http://hdl.handle.net/1992/61280
- Palabra clave:
- Aprendizaje
Ciencias sociales
Memoria
Prácticas de la enseñanza
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | This research answers the question: which are the conceptions built by twelve teachers from official schools in Bogota concerning the role of memory in the social sciences teaching-learning practices? Thus, a qualitative study was designed including semi-structured interviews and non-participant observations for each teacher as well as a focal group. Finally, through a coding and categorizing based analysis, date was triangulated to find: 1 teachers conceived memory as a cure liquidity typical of our time, they also make the distinction between individual memory processes and shared memory, and the latter can be lived, thought and learnt. 2) The memory has a place on teacher's mind, who arranges his/ her own personal experience, pedagogic and discipline knowledge and makes decisions which are transferred into practices within the operative curriculum. At last, 3) Memory is conceived as the learning mark, the basis for a higher development of knowledge; even more, the idea of a significant memory... |
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