ISSN: 2310-2799
Aviso:
Los resultados se limitan exclusivamente a documentos publicados en revistas incluidas en el Catálogo 2.0 de Latindex.
Para más información sobre el Descubridor de Artículos escribir al correo: descubridorlatindex@gmail.com.
Leer más
Búsqueda por:
546,196 artículos
|
Año:
2020
ISSN:
1139-6237
Santos Cancelas, Alberto
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Is it posible for students used to a paradigm of memory-history to the develop their historical thinking by learning about the rise of Nazism? Is this still possible telematically during a global pandemic? These questions were addressed by adopting an instruccional design based on disciplinary principles of multiperspectivy. Despite their meek results, they pose evidence supporting that students, when freed from the constrictions of their context, present a major capacity to modify their historical understanding.
|
|
Año:
2020
ISSN:
1139-6237
Gómez Martín, María; Cañal Fernández, Verónica
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The aim of this paper is to develop an interactive and motivating didactic proposal that encourages the involvement of universities students in subjects related to economic history. Through a methodology appropriate to oral history, the aim is to establish a link between students, historiographic research techniques and the historical evolution of their region in economic and social matters. The results of this project confirm that its application makes the learning process more meaningful, connects its participants to the world around them and helps them understand how history is made and written.
|
|
Año:
2020
ISSN:
1139-6237
Gómez Redondo, Carmen; Borghi, Beatrice
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The following article shows the results of an investigation on the use of plastic techniques in the educational programs of the museums of the city of Bologna. To this end, a specific tool has been designed to collect data on the use of plastic techniques in educational designs in the city's museums, following the principles of cualitative method. After analyzing the data obtained, the main results of the study can be seen how museums incorporate plastic techniques in their designs, but mainly traditional techniques with a playful sense.
|
|
Año:
2020
ISSN:
1139-6237
Rocamora Montenegro, Raquel
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The current proliferation of titles with the Holocaust as a backdrop is evident; it can be appreciated just by taking a look at the bookshelves, which house a multitude of volumes that enclose this sad chapter in history in their pages. The approach to this topic has been proposed from different approaches since the 20th century -literary, historical and historiographic, psychological, philosophical, etc.-, hence it has been studied in school from a multitude of proposals in subjects such as Ethical Education, Geography and History, Spanish Language and Literature, etc. As a result of the relationship between history, fiction and reality, so in vogue today due to the success of works based on real stories, a debate arises that causes a reflection on the image offered by these books. This can be taken to the classroom to discuss the limits between history and literature, while promoting values and overcoming prejudices so that a similar episode is not repeated.
|
|
Año:
2020
ISSN:
1139-6237
Pallarés Jiménez, Miguel Ángel; Sánchez Martínez, Sergio
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The penal institutions have educational modules where the inmates are provided with regulated education to favor their reinsertion, as stated in the Spanish Constitution of 1978, as well as in the Secondary Education decrees for adults (ESPA). Within this framework, an educational proposal is offered here to develop a controversial subject, such as the Holocaust, in an educational environment that is especially sensitive to educational processes in situations of confinement, a 4th grade ESPA classroom in a penitentiary center, through the knowledge of the responsibilities emanating from the Nuremberg Trials. Using dramatic representation as a didactic resource, since the inmates would have to reproduce the different roles of the participants in the trials, it is intended, in the different sessions in which this proposal is structured, to deal with moral responsibilities, to understand the necessary existence of strong institutions with adequate codes of coexistence, and to develop empathy with the victims of the Nazi regime, with the aim of developing civic values among the inmates.
|
|
Año:
2020
ISSN:
1139-6237
Lopez Mateu, Guadalupe
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
After a field experience on guided tours in a nazi concentration camp and an intervention in several fourth course secondary education lessons, some difficulties have been detected within the pedagogy of the Holocaust which are previous to the aims of this one: analyzing the marginalisation and the extermination of who was considered “different” in order to reflect on the current exclusions and discriminations. With the aim of solving those problems, it is proposed in this study an alternative approach to the treatment of the Holocaust in lectures: in the first place, paying due attention to those collectives which were victims of this potential violence, without the establishment of hierarchies regarding the level of suffering. Secondly, having an impact on the responsibility that we as people have in connection with these acts of violence and social injustices in order to contribute to the training of a critical citizenship, solidary and respectful.
|
|
Año:
2020
ISSN:
1139-6237
Pinto, Helena; Ponce Gea, Ana Isabel
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
International organizations have pointed out the importance of including heritage in education for decades. Its inclusion in the teaching-learning process finds relationships with the social sphere (the construction of identities) and with the cognitive sphere (the writing of narratives). In this paper we proposed as an objective to compare the heritage conceptions between 92 Spanish and Portuguese students. With this purpose, we developed a research with a phenomenological design, using an only instrument applied in three different stages. The information has been categorized in two dimensions: heritage perspective and heritage typology. The analysis shows common trends to both countries, around traditional conceptions of heritage in terms of typology and perspective. The fixed image of the past, which can be inferred from the results, contrasts with the needs of this 21st century, where methodological changes are essential.
|
|
Año:
2020
ISSN:
1139-6237
Massip Sabater, Mariona
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
“It wasn’t made buy aliens; they were people like us” was commented on InfoK's special program on the Holocaust. Kitson, Steward and Husbands (2015) justify it: one of the greatest difficulties of students when learning historical content is understanding why people in a context did what they did. The causalities related to certain historical events have been extensively reflected on Social Studies Education and Historical Education, but less weight has been given in analyzing the interpretations of the historical agency (Den Heyer, 2018). The aim of this article is to explore the understanding of causalities, decisions and responsibilities of people in contexts such as the Holocaust, throw conscepts as rationality of historical agency to understand that all people are social agents, historical agents.
|
|
Año:
2020
ISSN:
1139-6237
González Mella, Bernardo; Nuñez Rojas, Mauricio
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Teaching the Holocaust or Shoah in the formal education of girls, boys and young people is essential for multiple reasons, among which we are interested in highlighting: articulates an ethical training in people, anchored in values as relevant as inclusion and respect for diversity, equal rights, freedom of expression, social and community dialogue, solidarity; allows to strengthen democratic coexistence and conflict resolution from the promotion and defense of Human Rights, cultivating a democratic politicization. In this educational framework, we propose various didactic strategies for teaching the Holocaust, using the image and the cinema to develop controversial themes, which allow raising and sustaining problematic and reflective questions of the historical-social reality.
|
|
Año:
2020
ISSN:
1139-6237
Sánchez-Macías, Inmaculada
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The educational project Auschwitz: The Horror Scene takes place between 2017 and 2019, from its gestation to the photo exhibitions and talks-colloquium in which it has been framed. It is part of an informal teaching, in which learning is determined by everyday situations of social contact, which is not organized or managed by a specific educational strategy. It is an experience that takes place in relaxed settings, as in the case of cultural associations or city councils. The author of the photographs plays the symbol of the visitor's gaze, who, through his camera, shows us the Auschwitz death camp, describing the feelings and sensations that could occur there in the early years of the decade of the 40.
|
Hecho en México, Universidad Nacional Autónoma de México (UNAM). Todos los derechos reservados 1997-2022. Esta página puede ser reproducida con fines no lucrativos, siempre y cuando no se mutile y se cite la fuente completa y su dirección electrónica. De otra forma, se requiere permiso previo de la institución por escrito. Mapa del sitio | Créditos
