La historia de Portugal en las aulas de Educación Básica. ¿Formar patriotas o educar ciudadanos?

  1. Armas Castro, Jose 1
  2. Moreira, Ana Isabel 12
  3. Maia, Cristina 2
  4. Conde Miguélez, Jorge 1
  1. 1 Universidad de Santiago de Compostela, España
  2. 2 Instituto Politécnico do Porto
    info

    Instituto Politécnico do Porto

    Oporto, Portugal

    ROR https://ror.org/04988re48

Revista:
Revista electrónica interuniversitaria de formación del profesorado: REIFOP

ISSN: 1575-0965

Ano de publicación: 2019

Título do exemplar: Competencias sociales para una ciudadanía democrática: análisis, desarrollo y evaluación

Volume: 22

Número: 2

Páxinas: 67-80

Tipo: Artigo

DOI: 10.6018/REIFOP.22.2.369521 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista electrónica interuniversitaria de formación del profesorado: REIFOP

Obxectivos de Desenvolvemento Sustentable

Resumo

Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.

€ Ver financiamento

Información de financiamento

Este trabajo forma parte de la investigaci?n financiada por el Plan Nacional de l+D+i del MINECO (EDU2015-65621-C3-1-R) y cofinanciada con fondos FEDER de la UE.

Financiadores

Referencias bibliográficas

  • Citas Abowitz, K. K., y Harnish, J. (2006). Contemporary Discourses of Citizenship. Review of Educational Research 76(4), 653–690.
  • Armas, J., y López Facal, R. (2012). Ciencias sociales y educación para la ciudadanía. Un diálogo necesario. Íber. Didáctica de las Ciencias Sociales, Geografía e Historia, 71, 84-91.
  • Arthur, J., Davies, I., Wrenn, A., Haydn, T. y Kerr, D. (2001). Citizenship education and the teaching and learning of history. En J. Arthur et al., Citizenship through Secondary History (pp. 29-43). London, United Kingdon: Routledge.
  • Banks, J. A. (2008). Diversity, Group Identity, and Citizenship Education in a Global Age. Educational Researcher, 37(3), 129–139.
  • Barca, I. (2007). Marcos de consciência histórica de jovens portugueses. Currículo sem Fronteiras, 7(1), 115-126.
  • Barca, I. (2015). A formação da consciência social dos jovens no horizonte da Educação Histórica. Educação Santa Maria, 40(3), 591-604.
  • Barton, K. C., Levstik, L. S. (2004). Teaching history for the common good. Mahwah, United States: Lawrence Erlbaum Associates.
  • Barton, K. C., y Levstik, L. S. (2008). History. En J. Arthur, I. Davies & C. Hahn (Eds.) (2008). The SAGE Handbook of Education for Citizenship and Democracy (pp. 355-366). London, United Kingdon: Sage
  • Bouhon, M. (2009). Les représentations sociales des enseignants d’histoire relatives à leur discipline et à son enseignement (Thèse de doctorat). Université catholique de Louvain, Louvain-la-Neuve. Disponible en https://dial.uclouvain.be/pr/boreal/object/boreal:30401. Consulta: 23/01/2019
  • Cabecinhas, R., y Abadía, L. (Eds.) (2013). Narratives and social memory: theoretical and methodological approaches. Braga, Portugal: University of Minho.
  • Carretero, M. (2017). Teaching History Master Narratives: Fostering Imagi-Nations. En M. Carretero, S. Berger, y M. Grever (Eds.), Palgrave Handbook of Research in Historical Culture and Education (pp. 511-528). London, United Kingdon: Palgrave Macmillan
  • Carretero, M., Beger, S., y Grever, M. (Eds.) (2017). Palgrave Handbook of Research in Historical Culture and Education. London, United Kingdon: Palgrave Macmillan.
  • Carretero, M., y van Alphen, F. (2014) Do Master Narratives Change Among High School Students? A Characterization of How National History is Represented. Cognition and Instruction, 32(3), 1-23.
  • Chapman, A., y Wilschut, A. (Eds.) (2015). Joined-Up History. New Directions in History Education Research. Charlotte, United States: Information Age Publishing.
  • Davies, I., Ho, L., Kiwan, D., Peck, C., Peterson, A., Sant, E., y Waghid, Y. (Eds.) (2018). The Palgrave Handbook of Global Citizenship and Education. London, United Kingdon: Palgrave Macmillan.
  • Eurydice (2005). La educación para la ciudadanía en el contexto escolar europeo. Bruselas, Bélgica: Comisión Europea.
  • Flick, U., von Kardorff, E., y Steinke, I. (Eds.) (2004). A companion to Qualitative Research. London, United Kingdon: SAGE.
  • Gómez, A. R., y García, C. R. (2013). El debate en torno a la educación para la ciudadanía en España. Una cuestión más ideológica que curricular. Enseñanza de las ciencias sociales, 12, 127-140
  • Harris, R. (2011). Citizenship and history. Uncomfortable bedfellows. En I. Davies (Ed.) (2011). Debates in History Teaching (pp. 186-196). London, United Kingdon: Routledge
  • Husband, C., Kitson, A., y Pendry, A. (2003). Understanding history teaching. Teaching and learning about the past in secondary schools. Maidenhead, United Kingdon: Open University Press.
  • Köster, M., Tünemann, H., y Zülsdorf, M. (Eds.) (2014). Researching History Education. International Perspectives and Disciplinay Traditions. Schwalbach, Germany: Wochenschau Verlag.
  • Lee, P. y Shemilt, D. (2007). New alchemy or fatal attraction? History and citizenship. Teaching History, 129, 14-19.
  • López, C., Carretero, M., y Rodriguez, M. (2015). Conquest or Reconquest? Students’ Conceptions of Nation Embedded in a Historical Narrative. The Journal of the Learning Sciences, 24, 252–285.
  • Magalhães, O. (2000). Concepções de professores sobre história e ensino da história. Um estudo no Alentejo (Tese de Doutoramento). Universidade de Évora, Évora. Disponible en http://dited.bn.pt/30821/1808/2263.pdf. Consulta: 23/01/2019.
  • Martins, M. D. J., y Mogarro, M. J. (2010). A Educaçāo para a cidadanía no século XXI. Revista Iberoamericana de Educación, 53, 185-2002.
  • McCrum, E. (2013). History teachers’ thinking about the nature of their subject. Teaching and Teacher Education, 35, 73-80.
  • Merchán, J. (2005). Enseñanza, examen y control. Profesores y alumnos en la clase de historia. Barcelona, España: Octaedro.
  • Metzger, S. A., y Harris, L. M. (Eds.) (2018). The Wiley International Handbook of History Teaching and Learning. New Jersey, United States: John Wiley & Sons.
  • Moreira, A. I. (2018). A história de Portugal nas aulas do 2º ciclo do Ensino Básico: educação histórica entre representações sociais e práticas educativas (Tese de Doutoramento). Universidade de Santiago, Santiago. Disponible en http://hdl.handle.net/10347/18036. Consulta: 19/02/2019.
  • Ribeiro, N., Neves, T., y Menezes, I. (2014). A Educaçāo para a cidadanía em Portugal: contributos para analisar a súa evoluçāo no currículo escolar português. Currículo sem Fronteiras, 14(3), 12-31.
  • Rüsen, J. (2005). History: Narration, Interpretation, Orientation. New York, United States: Berghahn Books.
  • Sáiz, J., y Lópe Facal, R. (2016). Narrativas nacionales históricas de estudiantes y profesorado en formación. Revista de Educación, 374, 118-141.
  • San Martín, D. (2014). Teoría fundamentada y Atlas.ti: recursos metodológicos para la investigación educativa. Revista Electrónica de Investigación Educativa, 16(1), 104-122.
  • Sears, A. (2011). Historical Thinking and Citizenship Education. lt is Time to End the War. En P. Clark (Ed.) (2011). New Possibilities for the Past. Shaping History Education in Canda (pp. 344-364). Vancouver, Canada: University of British Columbia Press.
  • Seixas, P. (2000). Schweigen! die kinder! or, does postmodern history have a place in the schools? En P. Sterns, P. Seixas y S, Wineburg (Eds.). Knowing, teaching, and learning history: National and international perspectives (pp.19-37). New York, United States: New York University Press.
  • Seixas, P., y Morton, T. (2013). The Big Six Historical Thinking Concepts. Toronto, Canadá: Nelson Education.
  • Solé, G. (2009). A História no 1º ciclo do Ensino Básico: a conceção do tempo e a competência histórica das crianças e os contextos para o seu desenvolvimento (Tese de Doutoramento). Universidade do Minho, Braga. Disponible en
  • Strauss, A., y Corbin, J. (2002). Bases de la investigación cualitativa. Técnicas y procedimientos para desarrollar la teoría fundamentada. Medellín, Colombia: Universidad de Antioquía.
  • Torney, J., Lehmann, R., Oswald, H., y Schulz, W. (2001). Citizenship and Education in Twenty-eight Countries Civic Knowledge and Engagement at Age Fourteen. Amsterdam, Netherlands: IEA.
  • VanSledright, B. (2008). Narratives of Nation-State, Historical Knowledge and School History Education. Review of Research in Education, 32(1), 109-146.
  • Wertsch, J. (2004). Specific narratives and schematic narrative templates. En P. Seixas (Ed.), Theorizing historical consciousness (pp. 49-62). Toronto, Canada: University of Toronto Press.
  • Westheimer, J., y Kahne, J. (2003). What kind of citizen? Political choices and educational goals. Encounters on Education, 4, 47-64.
Fonte de datos: Dialnet