The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history

This research responds to the need to make the historical learning a meaningful educational experience for the students’ lives. It aims to understand the concept of Historical Experience (HE) from a didactic perspective, its development in the teaching and learning processes and its link to the form...

Descripción completa

Detalles Bibliográficos
Autor: Meneses Varas, Belén
Tipo de recurso: tesis doctoral
Estado:Versión publicada
Fecha de publicación:2020
País:Chile
OAI Identifier:oai:repositorio.anid.cl:10533/246548
Acceso en línea:https://hdl.handle.net/10533/246548
Access Level:acceso abierto
Palabra clave:Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
id CL_8e4d270ab3bbd082c470e2ef425c4ef6
oai_identifier_str oai:repositorio.anid.cl:10533/246548
network_acronym_str CL
network_name_str Chile
repository_id_str
dc.title.es_CL.fl_str_mv The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
El concepto de experiencia histórica en la enseñanza y el aprendizaje de la historia. Representaciones del profesorado de Cataluña y evidencias en sus prácticas con la historia oral
title The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
spellingShingle The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
Meneses Varas, Belén
Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
title_short The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
title_full The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
title_fullStr The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
title_full_unstemmed The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
title_sort The concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral history
dc.creator.none.fl_str_mv Meneses Varas, Belén
author Meneses Varas, Belén
author_facet Meneses Varas, Belén
author_role author
dc.contributor.advisor.none.fl_str_mv González- Monfort, Neus
Santisteban Fernández, Antoni
dc.contributor.institution.es_CL.fl_str_mv UNIVERSIDAD AUTONOMA DE BARCELONA
dc.subject.oecd1n.es_CL.fl_str_mv Ciencias Sociales
topic Ciencias Sociales
Ciencias de la Educación
Otras Especialidades de la Educación
dc.subject.oecd2n.es_CL.fl_str_mv Ciencias de la Educación
dc.subject.oecd3n.es_CL.fl_str_mv Otras Especialidades de la Educación
description This research responds to the need to make the historical learning a meaningful educational experience for the students’ lives. It aims to understand the concept of Historical Experience (HE) from a didactic perspective, its development in the teaching and learning processes and its link to the formation of historical thinking. To do this, the social representations of the teachers are analyzed based on their reflections, assessments and educational practices that they perform with oral history. This study utilizes a qualitative approach using the case study as a research method. The sample is composed by 33 professors of social sciences in Catalonia. Mixed methods are used for the analysis of the data obtained from the questionnaires (33), in-depth interviews (12), class observations and analysis of documents of one teacher and also from other two secondary teachers from Catalonia who use oral history as a teaching and learning strategy. From the theoretical contributions of the social sciences and based on the data obtained, a conceptual model of the HE is proposed to be applied to the research and teaching of history and social sciences. Moreover, the research has made possible to understand that the HE is related to a set of experiences, rational knowledge and practices that favor the teaching of history from a humanizing perspective, which articulates the skills of historical thinking and favors the prominence of students in the construction of their historical and social knowledge. The HE can be developed by the use of resources of testimonial-type which encourage critical interpretative processes and require interactive learning methods. It can be noted that among the main findings of this research is that the teachers show some lack of knowledge about the concept of HE. However, according to their perspective, they claim that reflecting on different experiential, cognitive and applied aspects, they favor the development of significant historical learnings. It is the experiential dimension that is most evident in their performances and in their educational practices. They also mention other aspects such as the interpretive process, interactive learning methods and student participation. In addition, it has been recognized that oral history is a strategy with great educational potential as it allows to incorporate in the classroom, experiential, interpretative and procedural aspects, so that the three dimensions of HE can be developed. Understanding the teaching of historical education as an HE construction process would renew the teaching practices so that students can live history, make history, and understand themselves as beings filled with historicity. Teachers should carry out experiences and generate situations whereby students can learn by doing, by thinking thoughtfully and by interacting with their environment. The connection with the reality, the appropriation of knowledge and the active linkages should be absolutely necessary to make the learning process meaningful and to generate inclusive, experiential and democratic educational practices.
publishDate 2020
dc.date.issued.es_CL.fl_str_mv 2020
dc.date.accessioned.none.fl_str_mv 2021-03-02T13:33:52Z
2022-08-16T18:09:53Z
dc.date.available.none.fl_str_mv 2021-03-02T13:33:52Z
2022-08-16T18:09:53Z
dc.type.driver.es_CL.fl_str_mv info:eu-repo/semantics/doctoralThesis
dc.type.openaire.none.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.tesis.none.fl_str_mv Tesis
format doctoralThesis
status_str publishedVersion
dc.identifier.folio.es_CL.fl_str_mv 72170112
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10533/246548
identifier_str_mv 72170112
url https://hdl.handle.net/10533/246548
dc.relation.none.fl_str_mv instname: Conicyt
reponame: Repositorio Digital RI2.0
dc.relation.projectid.es_CL.fl_str_mv info:eu-repo/grantAgreement//72170112
dc.relation.set.none.fl_str_mv info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488
dc.relation.uri.es_CL.fl_str_mv http://hdl.handle.net/10803/670681
dc.rights.es_CL.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.*.fl_str_mv Attribution-NonCommercial-NoDerivs 3.0 Chile
dc.rights.uri.*.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/cl/
eu_rights_str_mv openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivs 3.0 Chile
http://creativecommons.org/licenses/by-nc-nd/3.0/cl/
bitstream.url.fl_str_mv https://repositorio.anid.cl/bitstreams/282f5e16-7fb2-4c44-9aff-2791722748a2/download
https://repositorio.anid.cl/bitstreams/544d1137-a08a-4de5-a64e-5a88e3945957/download
https://repositorio.anid.cl/bitstreams/5e2cb515-4d39-4622-bb8b-02fceb20e763/download
https://repositorio.anid.cl/bitstreams/34595415-0e8b-4015-9855-34f9817506eb/download
https://repositorio.anid.cl/bitstreams/011cb0c5-9bd6-4952-8e10-c4858ec63560/download
bitstream.checksum.fl_str_mv ba1a6b660f3ba5445fd3133d2c4b0b6b
1f02bfabc485d607620521993835f588
f97bcfdf58f3e17b5cec231112dab5b1
593a6e7305c66c56041a9f9e15a649c1
8619c901590cd25d3488a7d9e0dae76a
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio ANID
repository.mail.fl_str_mv aletelier@anid.cl
_version_ 1843518830291189760
spelling UNIVERSIDAD AUTONOMA DE BARCELONAMeneses Varas, Belén2020https://hdl.handle.net/10533/246548http://purl.org/coar/access_right/c_abf2Otras Especialidades de la EducaciónCiencias de la EducaciónCiencias SocialesThe concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral historyGonzález- Monfort, NeusSantisteban Fernández, AntoniUNIVERSIDAD AUTONOMA DE BARCELONAEspañaMeneses Varas, Belén2021-03-02T13:33:52Z2022-08-16T18:09:53Z2021-03-02T13:33:52Z2022-08-16T18:09:53Z2020This research responds to the need to make the historical learning a meaningful educational experience for the students’ lives. It aims to understand the concept of Historical Experience (HE) from a didactic perspective, its development in the teaching and learning processes and its link to the formation of historical thinking. To do this, the social representations of the teachers are analyzed based on their reflections, assessments and educational practices that they perform with oral history. This study utilizes a qualitative approach using the case study as a research method. The sample is composed by 33 professors of social sciences in Catalonia. Mixed methods are used for the analysis of the data obtained from the questionnaires (33), in-depth interviews (12), class observations and analysis of documents of one teacher and also from other two secondary teachers from Catalonia who use oral history as a teaching and learning strategy. From the theoretical contributions of the social sciences and based on the data obtained, a conceptual model of the HE is proposed to be applied to the research and teaching of history and social sciences. Moreover, the research has made possible to understand that the HE is related to a set of experiences, rational knowledge and practices that favor the teaching of history from a humanizing perspective, which articulates the skills of historical thinking and favors the prominence of students in the construction of their historical and social knowledge. The HE can be developed by the use of resources of testimonial-type which encourage critical interpretative processes and require interactive learning methods. It can be noted that among the main findings of this research is that the teachers show some lack of knowledge about the concept of HE. However, according to their perspective, they claim that reflecting on different experiential, cognitive and applied aspects, they favor the development of significant historical learnings. It is the experiential dimension that is most evident in their performances and in their educational practices. They also mention other aspects such as the interpretive process, interactive learning methods and student participation. In addition, it has been recognized that oral history is a strategy with great educational potential as it allows to incorporate in the classroom, experiential, interpretative and procedural aspects, so that the three dimensions of HE can be developed. Understanding the teaching of historical education as an HE construction process would renew the teaching practices so that students can live history, make history, and understand themselves as beings filled with historicity. Teachers should carry out experiences and generate situations whereby students can learn by doing, by thinking thoughtfully and by interacting with their environment. The connection with the reality, the appropriation of knowledge and the active linkages should be absolutely necessary to make the learning process meaningful and to generate inclusive, experiential and democratic educational practices.La investigación responde a la necesidad de lograr que el aprendizaje histórico sea considerado como una experiencia educativa significativa para la vida del alumnado. Pretende comprender el concepto de Experiencia Histórica (EH) desde la perspectiva didáctica, su desarrollo en los procesos de enseñanza y aprendizaje y su vinculación con la formación del pensamiento histórico. Para ello, se analizan las representaciones sociales del profesorado a partir de sus reflexiones, valoraciones y prácticas educativas que realizan con historia oral. Es una investigación cualitativa con estudio de casos, cuya muestra total corresponde a 33 profesores y profesoras de ciencias sociales de Cataluña. Se utilizan métodos mixtos para el análisis de los datos obtenidos de los cuestionarios (33), de las entrevistas en profundidad (12) y también, de las observaciones de clases y el análisis de documentos de un profesor y dos profesoras de secundaria de Cataluña que utilizaron la historia oral como estrategia de enseñanza y aprendizaje. Desde las aportaciones teóricas de las ciencias sociales y en base a los datos obtenidos se propone un modelo conceptual de EH para ser aplicado a la investigación y a la enseñanza de la historia y las ciencias sociales. La investigación ha permitido entender que la EH se relaciona con el conjunto de vivencias, saberes racionales y prácticas que favorecen una enseñanza de la historia desde una perspectiva humanizadora, que articula las habilidades del pensamiento histórico y que favorece el protagonismo del alumnado en la construcción de su conocimiento histórico y social. La EH se puede desarrollar mediante recursos de tipo testimonial, que fomente procesos de interpretación crítica y que requiera de métodos interactivos de aprendizaje. Entre los principales hallazgos de la investigación se puede señalar que el profesorado muestra cierto desconocimiento sobre el concepto de EH, pero que reflexiona sobre distintos aspectos vivenciales, cognitivos y aplicados que, según su perspectiva, favorecen el desarrollo de aprendizajes históricos significativos. La dimensión vivencial es la más evidente en sus representaciones y en sus prácticas educativas. Así también, mencionan otros aspectos como el proceso interpretativo, los métodos de aprendizaje interactivo y la participación estudiantil. Además, se ha podido reconocer que la historia oral es una estrategia con grandes potencialidades educativas en cuanto que permite incorporar en el aula aspectos vivenciales, interpretativos y procedimentales, por lo que puede desarrollar las tres dimensiones de la EH. Entender la educación histórica escolar como un proceso de construcción de EH permitiría renovar las prácticas de enseñanza para que el alumnado pueda vivir la historia, hacer historia y entenderse como seres cargados de historicidad. El profesorado debe conducir las experiencias, generando situaciones en donde los y las estudiantes aprendan haciendo, piensen reflexivamente e interaccionen con su entorno. La conexión con la realidad, la apropiación del conocimiento y la vinculación activa, deberían ser indispensables para que el aprendizaje sea significativo y para generar prácticas educativas inclusivas, experienciales y democráticas.72170112https://hdl.handle.net/10533/246548instname: Conicytreponame: Repositorio Digital RI2.0info:eu-repo/grantAgreement//72170112info:eu-repo/semantics/dataset/hdl.handle.net/10533/93488http://hdl.handle.net/10803/670681info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivs 3.0 Chilehttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/Ciencias SocialesCiencias de la EducaciónOtras Especialidades de la EducaciónThe concept of historical experience in the teaching and learning of history. Representations of the teaching staff of Catalonia and evidence in their practices with oral historyEl concepto de experiencia histórica en la enseñanza y el aprendizaje de la historia. Representaciones del profesorado de Cataluña y evidencias en sus prácticas con la historia oralinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionTesisTesishttps://hdl.handle.net/10533/246548THUMBNAILTESIS DOCTORAL BELEN MENESES.pdf.jpgIM Thumbnailimage/jpeg6251https://repositorio.anid.cl/bitstreams/282f5e16-7fb2-4c44-9aff-2791722748a2/downloadba1a6b660f3ba5445fd3133d2c4b0b6bMD51TEXTTESIS DOCTORAL BELEN MENESES.pdf.txtExtracted texttext/plain859328https://repositorio.anid.cl/bitstreams/544d1137-a08a-4de5-a64e-5a88e3945957/download1f02bfabc485d607620521993835f588MD52CC-LICENSElicense_rdfapplication/octet-stream1232https://repositorio.anid.cl/bitstreams/5e2cb515-4d39-4622-bb8b-02fceb20e763/downloadf97bcfdf58f3e17b5cec231112dab5b1MD53LICENSElicense.txttext/plain1779https://repositorio.anid.cl/bitstreams/34595415-0e8b-4015-9855-34f9817506eb/download593a6e7305c66c56041a9f9e15a649c1MD54ORIGINALTESIS DOCTORAL BELEN MENESES.pdfTesis Doctoral Belen Menesesapplication/pdf4145150https://repositorio.anid.cl/bitstreams/011cb0c5-9bd6-4952-8e10-c4858ec63560/download8619c901590cd25d3488a7d9e0dae76aMD5510533/246548oai:repositorio.anid.cl:10533/2465482023-07-24 06:41:43.018http://creativecommons.org/licenses/by-nc-nd/3.0/cl/info:eu-repo/semantics/openAccesshttps://repositorio.anid.clRepositorio ANIDaletelier@anid.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
score 15.812429

Similares en LA Referencia