Representaciones sociales sobre personajes históricos relevantes en futuros profesores chilenos de historia
Representaciones sociales sobre personajes históricos relevantes en futuros profesores chilenos de historia
Authors
Mansilla Sepúlveda, Juan
Mieres Chacaltana, Manuel
Oyarce Salamanca, Jorge
Mieres Chacaltana, Manuel
Oyarce Salamanca, Jorge
Profesor Guía
Authors
Date
Datos de publicación:
10.1590/S1413-24782022270016
Revista Brasileira de Educação, V. 27, 1-26, 2022
Revista Brasileira de Educação, V. 27, 1-26, 2022
Tipo de recurso
Artículo de Revista
Facultad de Educación
Keywords
Representaciones sociales - Personajes históricos - Formación inicial docente
Materia geográfica
Región de la Araucanía
Chile
Chile
Collections
Abstract
El artículo analiza las representaciones de un grupo de estudiantes respecto a los personajes que consideran más relevantes en la historia mundial y la de su propio país. La muestra incluyó alumnos de primer año de pedagogía en historia, geografía y ciencias sociales (n=35; edad=19,97), de una universidad localizada en La Araucanía, Chile. El estudio siguió un enfoque metodológico cualitativo, organizado bajo un diseño básico de estudio de caso. Se utilizó el método de redes semánticas naturales y el análisis de contenido de cuestionarios de respuesta abierta. Los resultados evidencian representaciones con un marcado carácter eurocéntrico y androcéntrico, junto a otras que cuestionan el orden imperante. Se discuten sus implicancias para la formación docente inicial.
The article analyzes the representations of a group of students regarding the characters they consider most relevant in world history and that of their own country. The sample included students in their first undergraduate year in History, Geography, and Social Sciences (n=35; age=19.97) at a university located in the Region of Araucanía, Chile. The study used a qualitative methodological approach, organized in terms of a basic case study design. The method of natural semantic networks and the content analysis of open-ended questionnaires were applied. The results evidence representations of a marked eurocentric and androcentric nature, as well as others that question the prevailing order of things. The implications of these findings for initial teacher training are discussed.
The article analyzes the representations of a group of students regarding the characters they consider most relevant in world history and that of their own country. The sample included students in their first undergraduate year in History, Geography, and Social Sciences (n=35; age=19.97) at a university located in the Region of Araucanía, Chile. The study used a qualitative methodological approach, organized in terms of a basic case study design. The method of natural semantic networks and the content analysis of open-ended questionnaires were applied. The results evidence representations of a marked eurocentric and androcentric nature, as well as others that question the prevailing order of things. The implications of these findings for initial teacher training are discussed.