ISSN: 2310-2799
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546,196 artículos
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Año:
2020
ISSN:
1139-6237
Luna, Ursula; Gillate, Iratxe; Castrillo, Janire; Ibañez-Etxeberria, Alex
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Working on historical memory in the classroom, as a controversial subject that provokes social debate, is a challenge for social science teaching. Many actions have been carried out worldwide to recover the memory of those people who have been silenced for decades and who have been involved in social and political conflicts. However, there is little research that analyzes the teaching resources offered by digital technologies on the topic. This paper identifies five apps that focus on the Holocaust and analyzes their educational possibilities and their treatment of historical memory. The results show that these apps do not present an adequate teaching structure and offer a mainly informative function. However, they have specific characteristics that allow their use in educational contexts through an adequate teacher support. Regarding memory, although they present individual testimonies and memories, they disregard deliberative methodologies to confront ideas and promote a critical attitude towards the institutionalized history.
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Año:
2020
ISSN:
1139-6237
Paricio Royo, Javier; Guillén Franco, Marcos
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The materials are offered for a historical empathy experience for 4th ESO, in which students must construct an explanation for the apparent absolutist position of a large part of the Spanish people with the return of Ferdinand VII in 1814. Using primary sources, both texts and images, students explore different aspects of the circumstances, ideas and interests that converged in those events and which will constitute the raw material for their historical reasoning
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Año:
2020
ISSN:
1139-6237
Pelegrín Campo, Julián
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
After verifying the existence of a corpus of more than two hundred comics published over almost a century that incorporate graphic representations of Alexander the Great, in this article are analyzed those works that show the character from a historical-biographical perspective and with a didactic purpose, first the works published in the United States in the 1920s in the form of newspaper strips, and twenty years later the works published in Europe as magazine contents aimed at a child audience, as well as their subsequent evolution in both geographical settings to throughout the 20th century.
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Año:
2020
ISSN:
1139-6237
Fuentes Moreno, Concha
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
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Año:
2020
ISSN:
1139-6237
Barrera López, Begoña
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The history of the Roma people is one of the most neglected subjects in pre-university and university education. Even more so is the Samudaripen, the Romani Holocaust, an episode barely mentioned in history classes both in secondary education and in the Bachelor and Master's degrees in the branches of Humanities and Social Sciences. The first part of this article offers a review of the literature in which the main reflections made on this curricular gap are presented and the need to incorporate the teaching of Samudaripen into contemporary history classes at university level is argued. The second part describes a sequence of activities entitled "Samudaripen: from the persecution to the genocide of the Roma people", designed as part of a "cycle of teaching improvement" (FIDOP, University of Seville) in the 1st year Contemporary History course.
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Año:
2020
ISSN:
1139-6237
Paricio Royo, Javier
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
As a curricular orientation, discussing multiple perspectives on past events is as accepted among researchers as it is rare in our history classrooms. Following the trail of previous issues in this series of articles, this curricular orientation is analysed here in the light of published experiences and research, trying to clarify what it consists of, its keys, its most common practices and why it is valuable for students. Multiperspectivity is at the very core of history as a discipline. It is opposed to memory, characterised by closed stories that impose a single version of the past. In this tension between discipline and memory, the practice of history teaching has usually opted for the latter. But learning to analyse, evaluate and debate the different interpretations of the world of the past (and the present) has much more curricular value. Multiperspectivity not only means understanding the true controversial, open, and critical nature of history, but it is the very foundation of democratic citizenship.
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Año:
2020
ISSN:
1139-6237
Hernández Cardona, Xavier; Íñiguez Gracia, David; Sospedra Roca, Rafel
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The Battle of the Ebro (1938) faced people and machines for 115 days. New techniques and technologies were experimented with that would play a determining role in the impending world conflict. Aviation was used, for the first time, on a massive scale and its performance was decisive. However, its heritage and trace is scarce. In the environment of the air war in the Battle of the Ebro, this work presents a cross-sectional and holistic research experience that raises the didactic socialization of historical and archaeological knowledge based on museographic methodological proposals, didactic iconography and the recovery of historical memory. The objective of this combined action is to generate and socialize scientific knowledge about the past and its material legacy, influence the formation of a critical citizenry and promote sustainable economic development based on the action of cultural industries related to heritage.
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Año:
2020
ISSN:
1139-6237
Ruiz-Guerrero, Leonor; Molina-Puche, Sebastián
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Where the word becomes insufficient, and reality becomes unspeakable, the image and fiction can become the only chink to tell what must be told. That is why picture books are revealed to be suitable for addressing the Holocaust issue with young audiences (Bieber, 2018; Kidd, 2005; Walter y March, 1993). This paper presents the analysis of the defining features of picture books dealing with this topic through the study of a corpus of four examples. It delves into the didactic possibilities of a particular title, Bruno. El niño que aprendió a volar, by Nadia Terranova and Ofra Amit (2012). Results make us conclude that it is possible to create images from lyricism to teach the vilest outrage.
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Año:
2020
ISSN:
1139-6237
Barrenetxea Marañón, Igor
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Though the Muslim woman is still strongly discriminated, there are some very interesting and intriguing areas for vindication and visibility, one such is cinema.
This article, hence, shows how the issues, conditions and realities of women in the Islamic world can be shown and worked in the classroom. And, at the same time, it is not only an incitement to the recognition of this figure, but also a very correct way to encourage a mentality change which will help to understand their rough and bitter reality, while raising in us awareness of their culture and helping to dispel commonly existent prejudices regarding their beliefs.
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Año:
2020
ISSN:
1139-6237
Videla Sotomayor, Claudia
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The Holocaust has been in Chile as in the rest of the continent, one of the most traditional ways of facing the issue of human rights; In education, as well as in memory policies, speaking of human rights violations implies making a reference to what happened in Europe in 1940.
This, from the perspective of formal education, has made it possible, in the case of Chile, to talk about human rights without necessarily going through our own recent history. This situation is possibly due to the fact that the school curriculum was until 2016 a conservative project. That year, the Ministry of Education promoted the Citizen Training Law that put into discussion What and how do we teach human rights? which made it possible to review the teaching of the Holocaust as the only reference, positioning the contents of "Dictatorship", "Human Rights Violations", "Memory" and "citizenship".
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