Pedagogical discourses on the formative value of historical teaching: perspectives of teacher educators; Discursos pedagógicos sobre el valor formativo de la enseñanza histórica. Perspectiva de los formadores de docentes
Date
Authors
MANSILLA SEPULVEDA, JUAN GUILLERMO
Turra, Omar
Mansilla-Sepúlveda, Juan
Turra, Omar
Mansilla-Sepúlveda, Juan
Authors
Date
Datos de publicación:
10.5281/zenodo.14567125
Keywords
Formative Value - History Teaching - Pedagogical Discourses - Teachers
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Abstract
The purpose of the research was to distinguish pedagogical discourses of academics who train teachers of history and geography, regarding the formative value of historical teaching in current times. The study was carried out from a qualitative methodology, using hermeneutic phenomenology as a base epistemology and in-depth interviews as a technique for the production of information. The results made it possible to distinguish the discursive predominance of educational values associated with citizenship training, the development of critical thinking and the emergence of the intercultural perspective in history teaching. On the contrary, traditional formative values such as history and training in national identity are scarcely mentioned in their classical version, being re-signified towards training in reflexivity and local identities in the discourses of teacher educators. It was concluded that, in the present context, an emerging category can be conceived as a formative value in history teaching, such as training in interculturality, which has the potential to favor the study and teaching of history in a decolonial perspective. © 2025 Elsevier B.V., All rights reserved.
Description
Keywords
Formative Value , History Teaching , Pedagogical Discourses , Teachers
Citation
10.5281/zenodo.14567125