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

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datacite.alternateIdentifier.citationClio. Revista de Historia, Ciencias Humanas y Pensamiento Crítico, 5 (9), 790-768, 2025
datacite.alternateIdentifier.doi10.5281/zenodo.14567125
datacite.alternateIdentifier.issn2660-9037
datacite.creatorTurra, Omar
datacite.creatorMansilla-Sepúlveda, Juan
datacite.date2025
datacite.rightsAcceso abierto
datacite.subjectFormative Value
datacite.subjectHistory Teaching
datacite.subjectPedagogical Discourses
datacite.subjectTeachers
datacite.titlePedagogical 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
dc.contributor.authorMANSILLA SEPULVEDA, JUAN GUILLERMO
dc.date.accessioned2025-10-06T14:21:47Z
dc.date.available2025-10-06T14:21:47Z
dc.description.abstractThe 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.
dc.description.ia_keywordhistory, teaching, formative, training, discourses, value, distinguish
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/6803
dc.language.isoes
dc.publisherEdiciones Clio
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceClio. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nHumanidades
dc.subject.ia_oecd2nHistoria y Arqueología
dc.subject.ia_oecd3nHistoria
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2025
oaire.citationEndPage790
oaire.citationIssue9
oaire.citationStartPage768
oaire.citationTitleClio. Revista de Historia, Ciencias Humanas y Pensamiento Crítico
oaire.citationVolume5
oaire.fundingReferenceANID FONDECYT REGULAR 1221433
oaire.fundingReferenceUNIVERSIDAD DEL BIO-BIO PROFOP GI2313147
oaire.licenseConditionCreative Commons Atribución-NoComercial-CompartirIgual 4.0.
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
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relation.isAuthorOfPublication.latestForDiscoveryb782ed34-4cdd-428e-be35-82b354d1fc3c
uct.catalogadorjvu
uct.comunidadEducaciónen_US
uct.departamentoDepartamento de Diversidad y Educación Intercultural
uct.facultadFacultad de Educación
uct.indizacionLatindex
uct.indizacionDialnet
uct.indizacionDOAJ
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