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:
2019
ISSN:
1139-6237
Zaragoza Vidal, María Victoria
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This study analyzes the results obtained after the implementation of a didactic unit on the artistic avant- garde in the subject of History of Art of the 2nd year of high school based on the historical thinking, the attitudinal contents and the visibility of the women artists. Later, the information gathered before and after the application of the didactic unit of innovation was analysed. The results obtained indicate that the students have developed a more complete vision of the artistic avant-garde, their context and the finality of the works, facilitating their understanding. In addition, this innovative methodology has allowed students to get to know another history of art, where women artists have their role, as well as working on procedural and attitudinal contents, to participate more in classes and to acquire second- order concepts.
|
|
Año:
2019
ISSN:
1139-6237
Pallarés Jiménez, Miguel Ángel
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
|
|
Año:
2019
ISSN:
1139-6237
Fernández Valencia, Antonia
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
|
|
Año:
2019
ISSN:
1139-6237
Fernández Valencia, Antonia
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
-
|
|
Año:
2019
ISSN:
1139-6237
Al Maydki El Ouassidi, Dina
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
|
|
Año:
2019
ISSN:
1139-6237
Ortega-Sánchez, Delfín; Olmos Vila, Rafael
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The present study seeks to analyze the potential influence of traditional sociodemographic variables (sex, age and geographical origin), and the course and specialty (Science / Humanities and Social Sciences) of a group of Spanish Secondary Education students (n = 124) in their beliefs epistemological and methodological about History and, in particular, in the place given to the social experience of women in the history taught. A quantitative cross-sectional prospective methodology is used, by performing descriptive and inferential statistical analyzes. The results obtained report the absence of statistically significant differences between sex, age, course and specialty in the beliefs, and its existence between the geographical origin of the students and their conceptions on the construction of historical knowledge, and the responsibility of History in the visibility of traditionally invisible people and social and historical groups.
|
|
Año:
2019
ISSN:
1139-6237
Varela, Brisa; Requiere, Marisa
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
At the Conference on Population and Development, held in Cairo, in 1994, the concept of empowerment is incorporated, that is, the need for women to acquire power, strength and self-esteem, as a requirement for equitable gender development. It will be only from the 4th World Conference on Women, held in Beijing, in 1995, when that concept gains momentum as the UN member states unanimously adopted the Platform for Action. If we understand that the social space is a construction deployed in time and that it has been and is an area in which power relations are developed, the actions of women have been invisible in most geographical studies, so we consider As a political challenge, its visibility, both academically and at different levels of education, has been very scarce, in most of the Latin American countries, the incorporation of the study of women in the school curriculum, has been well incorporated as a letter but not as a concrete action.
|
|
Año:
2019
ISSN:
1139-6237
Juárez Pérez, Angélica Noemí
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
Different historiographical currents have founded its research on social actors that in past times were not considered as social subjects. Such is the case of women. Nonetheless, this historiographical advance has not been reflected on school’s History curricula. This essay’s first part focuses on the absense of women as a historical subject in the junior highschool Mexican History curse. The second part addresses how documentary archives can become a resource to make women’s participation visible. Finally a didactic experience used at a highschool group in Mexico City is presented.
|
|
Año:
2019
ISSN:
1139-6237
García Luque, Antonia; De la Cruz Redondo, Alba
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
This paper analyzes the model of masculinity transferred by the images of the Social Sciences textbooks in 5th grade. First, an approach to coeducation is proposed as a transformative tool of the traditional hegemonic male model associated with aggressiveness, competitiveness and violence. Then, a diagnosis is made of the current situation around research on masculinities in the Didactics of Social Sciences. The focus of interest is the images of the textbooks through a multivariable record that the elementary students can use. In this way, textbooks are no longer transmitting instruments of constructed historical stories and become tools for discussion and critical reflection on gender in the past and present.
|
|
Año:
2019
ISSN:
1139-6237
Triviño-Cabrera, Laura; Chaves Guerrero, Elisa sabel; Lucas Palacios, Laura
Asociación Proyecto Clío y Universidad de Zaragoza
Resumen
The aim of this article is to explore the possibility of a Herstory of Art Curriculum, understanding the visibility of biographies and art works of women. On the one hand, this study tries to deconstruct the hidden curriculum, using a postmodern curriculum proposal that incorporates the her / stories of Art. On the other hand, this article developpes a quantiative analysis of the presence or absence of women artists in the History of Art Curriculum subjects of different Spanish legislations until it results in a study based on the critical analysis of the feminist discourse of the curriculum of Fundamentals of Art I and II of High School.
|
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
