Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article explores the social representations of the students of the Liceo Colonia Puntarenas (cantón de Upala), as well as the perceptions of the students who graduated from this same institution. The second group is studying the first or second year of career, both in public and private universities. It is interesting to interpret the social representations about what they understand by a quality teacher. The goal is to provide inputs to create an educator profile that is closer to the vision of the students. Future inquiries will delve into aspects related, specifically, to the area of Social Studies. This analytical exercise is considered an exploratory first stage. This work is part of the project for the improvement of educational quality of the Ministry of Public Education called MECEC, however, it examines the changes and continuities that occur between the last level of secondary school and the first level of the university.

This reflection deals with Initial Teacher Training and the importance of pedagogical practices. The reflection will be addressed in relation to three questions: How important are pedagogical practices in Initial Teacher Training?; What tensions are there in relation to pedagogical practices?; And what models of significant pedagogical practices exist?

Este artículo tiene como objeto de estudio la identificación y análisis de los aprendizajes obtenidos por un grupo de cuatro estudiantes graduados de Bachillerato en la Enseñanza de los Estudios Sociales y Educación Cívica en 2020 por la Universidad Nacional de Costa Rica, dentro del componente de Educación Cívica perteneciente al actual plan de estudios de la carrera aprobado en 2017. El objetivo principal es conocer si de dicho programa se promueve o no una ciudadanía crítica. Lo anterior para repensar los procesos de formación inicial docente (en adelante FID) del profesorado egresado. Para llevar a cabo lo descrito se utilizó una metodología de orden cualitativo en la cual se aplicó la técnica del grupo de discusión y se interpretaron los datos por medio de la codificación abierta y axial.

The objective of this article is to analyze the teaching and learning processes present in the experiences of the initial training of people graduating from the baccalaureate in Social Studies and Civic Education of the UNA related to historical awareness. It was based on theoretical postulates on historical consciousness and historical narratives by Rüssen and Plá respectively, as well as the ideas on initial teacher training and didactics of history proposed by Ramírez, Pagès, Benejam and Plá. The methodology was centered within the qualitative paradigm with a phenomenal approach, since the study subjects were eight people graduated from BEESEC in the year 2021. It was concluded that the study subjects were permeated by a fragmented discourse between the notions of teaching and the historical content, due to the influence of the practices and speeches given during the classes of the curricular framework.

This article presents the results of a research that aims to analyze, from the teaching perspective, the strengths, and weaknesses in the application of the procedures that history must develop in the Social Studies lessons, in relation to the study program. and current curriculum policy. We worked with a total of 35 teachers from the area, applying a mixed approach methodology through a questionnaire supplied virtually, made up of open and closed questions. This questionnaire allows a preliminary survey of the most used procedures, thus, 79,4 % of the responses were linked to the ability to contrast and correlate different types of sources and documents for the study of a historical event. On the contrary, the procedures with less use by teachers, with 2,9 %, are: the preparation of graphs that represent the magnitude of the periods and sub-periods, the notion of simultaneity and imagine how a certain fact or historical situation if some of its causes had changed. Regarding the strengths of the program and the curricular policy, the teachers mention the search for the development of skills such as: critical and systemic thinking, as well as the use of the problem-based learning methodology. Finally, they point out weaknesses such as: the extension of the contents, their disarticulation, the absence of Geography contents and the contradictions between the foundation of the program with the number of evaluation criteria to be developed.

This article aims to reflect on the impact of discriminatory practices in the construction of citizenship in students with physical disabilities at Colegio Nocturno de Cartago, through the application of a workshop. To do this, it incorporated the participants’ experiences within the educational system. Elements such as their daily life, disability, and discriminatory practices that they might live were considered in data analysis. In the methodology, the workshop is divided into a sentence complete activity, and the development of a drawing journal. The results showed that the proposed citizenship from the Ethics, Aesthetics and Citizenship Program works as a homogenizing conceptualization that moves away from the different identities that make up the student community. In addition, the urgency of incorporating aspects such as disability, gender, and discrimination into the study of citizenship construction was evident in the workshop.

El presente artículo tiene como objetivo conocer cómo se manifiesta el problema epistemológico de la causalidad histórica en la didáctica de la historia, enfocándose especialmente en las explicaciones históricas desarrolladas por los docentes. Para ello, primero se presenta una discusión teórico-epistemológica al respecto de las causas y su funcionamiento en la explicación histórica, reconociendo que el enfoque sistémico supone una superación de los reduccionismos relacionados con los tipos de explicación nomológica e intencionalista. En segundo orden, se expone un estudio empírico realizado mediante una encuesta cualitativa aplicada a ocho docentes de Estudios Sociales. Se concluye que la mayoría de estos educadores no comprenden el carácter complejo de la causalidad histórica, por lo que basan sus explicaciones en reduccionismos epistemológicos.

The didactic debates around the “national identity” during the bicentennial established the need to create a project that would establish the basic principles for teaching it. Through an active methodology of the students with the social environment. Some of the original elements of this exercise synthesized in a descriptive narrative evidencing the relevance of dosing identity in the execution of actions for the community. Regarding the valuation of the why? Or what for? It is established that knowledge starts from an action that should not necessarily be memorizing information, on the contrary, linking the student with actors of social relevance, as well as making him/her reflect, question, act, are authentic learning experiences that will finally give him/her the sought-after belonging to a social-human purpose in the same way as its meaning before society.

This article analyzes the use of participatory cartography as a didactic strategy in the teaching of citizenship training. To achieve this, it uses theories of situated cognition and didactics of Geography for citizen participation to territorialize the perceptions of citizen security of the Hatillo district, San José, Costa Rica. The research uses the development of critical collective mapping workshops as a form of participatory intervention of the practice with classroom actors. The evaluation of the strategy conducted by the participating teacher is addressed together with the systematic assessment of the experience with the students. The findings of this work allowed the construction of a heat map that positions the subjective zoning for the risk management of the students in situations of insecurity, as a geodidactic innovation for citizen training in the subject of Civic Education.

Enseñanza de las ciencias sociales. Pensar, sentir, hacer (2021), es un libro que desde su sugerente título nos conduce a la esencia del acto de enseñar. En algo más de trecientas páginas, Paulina Latapí Escalante hace un recorrido de sus experiencias y reflexiones como investigadora y como formadora de profesores de ciencias sociales, futuros y en ejercicio.