Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher
This article sets out the scope of a teaching experience with regard to the teaching of history and memory to ifth grade students of an elementary school. In the irst part, the location of the experience is approached, which moved the teaching activity towards new inquiries and dialogs between syste...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13805
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454
https://repositorio.uptc.edu.co/handle/001/13805
- Palabra clave:
- History teaching
teaching of memory
teaching experience
elementary school.
Enseñanza de la historia
Enseñanza de la memoria
Experiencia docente
Sistematización de experiencias.
- Rights
- License
- Derechos de autor 2018 Historia Y MEMORIA
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| dc.title.en-US.fl_str_mv |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| dc.title.es-ES.fl_str_mv |
Voces que narran el pasado reciente: La enseñanza de la memoria y la historia desde una experiencia docente en básica primaria |
| dc.title.fr-FR.fl_str_mv |
Des voix qui racontent un passé récent : l’enseignement de la mémoire et de l’histoire selon une expérience pédagogique dans l’école primaire |
| title |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| spellingShingle |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher History teaching teaching of memory teaching experience elementary school. Enseñanza de la historia Enseñanza de la memoria Experiencia docente Sistematización de experiencias. |
| title_short |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| title_full |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| title_fullStr |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| title_full_unstemmed |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| title_sort |
Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacher |
| dc.subject.en-US.fl_str_mv |
History teaching teaching of memory teaching experience elementary school. |
| topic |
History teaching teaching of memory teaching experience elementary school. Enseñanza de la historia Enseñanza de la memoria Experiencia docente Sistematización de experiencias. |
| dc.subject.es-ES.fl_str_mv |
Enseñanza de la historia Enseñanza de la memoria Experiencia docente Sistematización de experiencias. |
| description |
This article sets out the scope of a teaching experience with regard to the teaching of history and memory to ifth grade students of an elementary school. In the irst part, the location of the experience is approached, which moved the teaching activity towards new inquiries and dialogs between systems of knowledge, subjects and realities. In the second part, the teaching of history and memory is analyzed. The former is still the prisoner of its heritage, based on the remembrance of certain deeds and characters, with recent transformations in its didactics and school legislation. In turn, the teaching of memory, which began more recently, deals with temporality through the words, feelings and corporeality of the other, the versions of which can be oficial, polemic or omitted. Finally, the teaching experience is recounted, whose articulating axis was 9 April, 1948, and the taking and retaking of the Palace of Justice, proposing, from the systematization of experiences, the memory of those experiences for the construction of a shared knowledge through a relective and sensitive reading of the events. |
| publishDate |
2018 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T19:07:53Z |
| dc.date.available.none.fl_str_mv |
2024-07-05T19:07:53Z |
| dc.date.none.fl_str_mv |
2018-08-14 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.identifier.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454 10.19053/20275137.n17.2018.7454 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/13805 |
| url |
https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454 https://repositorio.uptc.edu.co/handle/001/13805 |
| identifier_str_mv |
10.19053/20275137.n17.2018.7454 |
| dc.language.none.fl_str_mv |
spa |
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spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454/6751 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454/7385 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2018 Historia Y MEMORIA |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| rights_invalid_str_mv |
Derechos de autor 2018 Historia Y MEMORIA http://purl.org/coar/access_right/c_abf2 |
| dc.format.none.fl_str_mv |
application/pdf text/xml |
| dc.publisher.es-ES.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Historia Y Memoria; No. 17 (2018): The teaching of history ; 51-89 |
| dc.source.es-ES.fl_str_mv |
Historia Y Memoria; Núm. 17 (2018): Julio- Diciembre 2018. La enseñanza de la historia ; 51-89 |
| dc.source.fr-FR.fl_str_mv |
Historia Y Memoria; No 17 (2018): L’enseignement de l’histoire; 51-89 |
| dc.source.none.fl_str_mv |
2322-777X 2027-5137 |
| institution |
Universidad Pedagógica y Tecnológica de Colombia |
| repository.name.fl_str_mv |
Repositorio Institucional UPTC |
| repository.mail.fl_str_mv |
repositorio.uptc@uptc.edu.co |
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1839633869015351296 |
| spelling |
2018-08-142024-07-05T19:07:53Z2024-07-05T19:07:53Zhttps://revistas.uptc.edu.co/index.php/historia_memoria/article/view/745410.19053/20275137.n17.2018.7454https://repositorio.uptc.edu.co/handle/001/13805This article sets out the scope of a teaching experience with regard to the teaching of history and memory to ifth grade students of an elementary school. In the irst part, the location of the experience is approached, which moved the teaching activity towards new inquiries and dialogs between systems of knowledge, subjects and realities. In the second part, the teaching of history and memory is analyzed. The former is still the prisoner of its heritage, based on the remembrance of certain deeds and characters, with recent transformations in its didactics and school legislation. In turn, the teaching of memory, which began more recently, deals with temporality through the words, feelings and corporeality of the other, the versions of which can be oficial, polemic or omitted. Finally, the teaching experience is recounted, whose articulating axis was 9 April, 1948, and the taking and retaking of the Palace of Justice, proposing, from the systematization of experiences, the memory of those experiences for the construction of a shared knowledge through a relective and sensitive reading of the events.Este artículo presenta los alcances de una experiencia docente sobre la enseñanza de la historia y la memroia con estudiantes del grado quinto de básica primaria. En la primera parte, abordo el lugar de la experiencia, la cual movilizó el quehacer docente hacia nuevas búsquedas y diálogos entre saberes, sujetos y realidades. En la segunda parte, se analiza la enseñanza de la historia y la memoria. La primera aún cautiva de su herencia, a partir de la recordación de ciertos hechos y personajes, con recientes transformaciones en su didáctica y legislación escolar; por su parte, la enseñanza de la memoria, de ingreso más reciente en la escuela, asume la temporalidad a través de la palabra, el sentir y la corporeidad del otro, cuyas versiones pueden ser oiciales, polémicas u omitidas. En la última parte, se narra la experiencia docente cuyo eje articulador fue el 9 de abril de 1948 y la toma y retoma al Palacio de Justicia, proponiendo desde la sistematización de experiencias, la memoria de las vivencias, para la construcción de conocimientos compartidos a través de una lectura relexiva y sensible de lo acontecido.Cet article présente les résultats d’une expérience pédagogique à propos de l’enseignement de l’histoire et de la mémoire avec des étudiants de 6e. Dans la première partie, nous traitons l’endroit où cette expérience a eu lieu, exigeant le déplacement des activités pédagogiques à la recherche de nouveaux savoirs, sujets et réalités. Dans un deuxième moment, nous analysons l’enseignement proprement dit de l’histoire et de la mémoire. Celle-là, quelque peu prisonnière de son héritage et du souvenir de certains événements et personnages, malgré les transformations récentes de la pédagogie et de la législation scolaire. La mémoire qui, quant à elle, a fait son entrée plus récemment au collège, assume la temporalité à travers la parole, les sentiments et le corps de l’autre, de telle sorte que ses versions peuvent être oficielles, polémiques ou omises. Dans la dernière partie, nous racontons une expérience pédagogique dont l’axe a été, d’une part, le 9 avril 1948, et, d’une autre, la prise et la reprise du Palais de Justice. Nous proposons de systématiser les expériences pour atteindre une mémoire du vécu, ain de construire des connaissances communes à travers une lecture réléchie et sensible des événements.application/pdftext/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454/6751https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7454/7385Derechos de autor 2018 Historia Y MEMORIAhttp://purl.org/coar/access_right/c_abf2Historia Y Memoria; No. 17 (2018): The teaching of history ; 51-89Historia Y Memoria; Núm. 17 (2018): Julio- Diciembre 2018. La enseñanza de la historia ; 51-89Historia Y Memoria; No 17 (2018): L’enseignement de l’histoire; 51-892322-777X2027-5137History teachingteaching of memoryteaching experienceelementary school.Enseñanza de la historiaEnseñanza de la memoriaExperiencia docenteSistematización de experiencias.Voices that narrate the recent past: the teaching of memory and history from the experience of an elementary teacherVoces que narran el pasado reciente: La enseñanza de la memoria y la historia desde una experiencia docente en básica primariaDes voix qui racontent un passé récent : l’enseignement de la mémoire et de l’histoire selon une expérience pédagogique dans l’école primaireinfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Gómez Sepúlveda, Diana María001/13805oai:repositorio.uptc.edu.co:001/138052025-07-18 11:17:32.608metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |