Araucania, a conflicting territory. Epistemic Beliefs of History Teachers in relation to the occupation process of the region

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datacite.alternateIdentifier.citationPANTA REI-DIGITAL JOURNAL OF HISTORY AND DIDACTICS OF HISTORY,Vol.2023,2023
datacite.alternateIdentifier.doi10.6018/pantarei.543181
datacite.creatorMontanares-Vargas, Elizabeth
datacite.creatorMunoz-Labrana, Carlos
datacite.creatorSanchez-Agusti, Maria
datacite.date2023
datacite.subject.englishHistory education
datacite.subject.englishcontroversial issues
datacite.subject.englishcritical thinking
datacite.subject.englishLatin American history
datacite.subject.englishepistemology
datacite.titleAraucania, a conflicting territory. Epistemic Beliefs of History Teachers in relation to the occupation process of the region
dc.date.accessioned2024-05-27T18:26:07Z
dc.date.available2024-05-27T18:26:07Z
dc.description.abstractThis study seeks to identify the influence of the epistemic beliefs of teachers in Araucania (Chile) on the teaching of the military occupation of this region at the end of the 19th century. The research has used a qualitative methodology based on content analysis. Twenty-five history teachers from the region were interviewed. Results show that teachers manifest a criterialist vision of history and identify themselves with an interpretive teaching of this discipline. However, deficiencies are still found when they apply the historical method in the classroom. These limitations are associated with the restricted use of historical sources, the existence of a diverse and conflictive school context, and the influence of regional socio-political problems.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5687
dc.language.isoen
dc.publisherCEPOAT-CENTRO EST PROXIMO ORIENTE & ANTIGUEDAD TARDIA
dc.sourcePANTA REI-DIGITAL JOURNAL OF HISTORY AND DIDACTICS OF HISTORY
oaire.resourceTypeArticle
uct.indizacionESCI
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