The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities
Educational reforms are sustained on promises of innovation and improvement in learning. In many countries, the history curriculum swings between the continuity of the disciplinary code and the pretensions of change, a dispute which is generally biased in favor of the tradition. In Mexico, the curri...
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Universidad Nacional del Litoral
2018
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7233 |
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I26-R133-article-72332021-10-09T19:26:13Z The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities El programa de Historia para la educación básica 2018 en México. Concepciones sobre el aprendizaje, las estrategias y las actividades didácticas Abellán Fernández, Jordi history curriculum teaching strategies learning process learning evidences curriculum de historia estrategias didácticas proceso de aprendizaje evidencias de aprendizaje Educational reforms are sustained on promises of innovation and improvement in learning. In many countries, the history curriculum swings between the continuity of the disciplinary code and the pretensions of change, a dispute which is generally biased in favor of the tradition. In Mexico, the curricular renewal takes place without having a diagnosis as a reference going through seven years with the 2011 curriculum. Instead of investigating the purposes, its correspondence with the rest of curricular dimensions or the formative conditions that are required to modify the practice, in this article the strategies, activities and the function of the students that are suggested in the history program are subjected to analysis. The text demonstrates that the didactic proposal and the conception of learning are homogeneous, canonical, contradictory, naive and theoretical. Las reformas educativas se sustentan en promesas de innovación y mejora del aprendizaje. En muchos países, el currículum de historia oscila entre la continuidad del código disciplinar y las pretensiones de cambio, una disputa que por lo general se decanta a favor de la tradición. En México, la renovación curricular se produce sin disponer de un diagnóstico como referencia y después de transitar durante siete años con el plan de estudios 2011. En este artículo, en lugar de indagar en las finalidades, su correspondencia con el resto de dimensiones curriculares o en las condiciones formativas que se requieren para modificar la práctica, se someten a análisis las estrategias, las actividades y la función del alumnado que se sugieren en el programa de historia. En el texto se demuestra que la propuesta didáctica y la concepción sobre el aprendizaje son homogéneas, canónicas, contradictorias, ingenuas y teóricas. Universidad Nacional del Litoral 2018-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7233 10.14409/cya.v0i26.7233 Clío & Asociados. La historia enseñada; Núm. 26 (2018): Clío & Asociados. La historia enseñada; 38-57 Clío & Asociados. La historia enseñada. ISSN: 2362-3063; No. 26 (2018): Clío & Asociados. La historia enseñada; 38-57 Clío & Asociados. La historia enseñada; n. 26 (2018): Clío & Asociados. La historia enseñada; 38-57 2362-3063 0328-820X 10.14409/cya.v0i26 spa https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7233/10867 Derechos de autor 2018 Clio y Asociados |
| institution |
Universidad Nacional del Litoral |
| institution_str |
I-26 |
| repository_str |
R-133 |
| container_title_str |
Biblioteca Virtual - Publicaciones (UNL) |
| language |
Español |
| format |
Artículo revista |
| topic |
history curriculum teaching strategies learning process learning evidences curriculum de historia estrategias didácticas proceso de aprendizaje evidencias de aprendizaje |
| spellingShingle |
history curriculum teaching strategies learning process learning evidences curriculum de historia estrategias didácticas proceso de aprendizaje evidencias de aprendizaje Abellán Fernández, Jordi The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| topic_facet |
history curriculum teaching strategies learning process learning evidences curriculum de historia estrategias didácticas proceso de aprendizaje evidencias de aprendizaje |
| author |
Abellán Fernández, Jordi |
| author_facet |
Abellán Fernández, Jordi |
| author_sort |
Abellán Fernández, Jordi |
| title |
The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| title_short |
The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| title_full |
The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| title_fullStr |
The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| title_full_unstemmed |
The History program for basic education 2018 in Mexico. Conceptions about learning, strategies and didactic activities |
| title_sort |
history program for basic education 2018 in mexico. conceptions about learning, strategies and didactic activities |
| description |
Educational reforms are sustained on promises of innovation and improvement in learning. In many countries, the history curriculum swings between the continuity of the disciplinary code and the pretensions of change, a dispute which is generally biased in favor of the tradition. In Mexico, the curricular renewal takes place without having a diagnosis as a reference going through seven years with the 2011 curriculum. Instead of investigating the purposes, its correspondence with the rest of curricular dimensions or the formative conditions that are required to modify the practice, in this article the strategies, activities and the function of the students that are suggested in the history program are subjected to analysis. The text demonstrates that the didactic proposal and the conception of learning are homogeneous, canonical, contradictory, naive and theoretical. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2018 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/ClioyAsociados/article/view/7233 |
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