Las fuentes en la formación disciplinar de los estudiantes del Primer Ciclo de las carreras de Historia. Dificultades que enfrentan los estudiantes en el trabajo con testimonios de...

• Autores: Vecari, Silvina Beatriz
• Año de publicación: 2024
• Idioma: español castellano
• Tipo de recurso: tesis de maestría
• Colaborador/a o director/a de tesis: Coudannes Aguirre, Mariela; Andelique, Carlos Marcelo; Funes, Graciela; Sabas, María Laura
• Materia: Historia; Fuentes; Enseñanza; Aprendizaje; Representaciones; Competencias; History; Sources; Teaching; Learning; Representations
• Institución: Universidad Nacional del Litoral

Fil: Vecari, Silvina Beatriz. Universidad Nacional del Litoral. Facultad de Humanidades y Ciencias; Argentina.
The present research addressed the understanding of the specificity of historical knowledge through the use of historical sources in the teaching and learning processes of the discipline, with the objectives of making visible the representations of students that hindered the approach of the Spanish conquest of America, while recognizing the skills that would allow us to understand and interpret historical sources. This thesis was the result of an action research in the chair of American History I of the First Cycle of the Faculty and Bachelor's degrees in History, Faculty of Humanities and Sciences, National University of the Litoral. The choice of an action research proposal facilitated the approach to classroom situations experienced as problematic and required reflection-in-action on aspects concerning university teaching practices, such as social practices that are configured by considering the particularities, the heterogeneities and difficulties that the learning subjects have.
The present research addressed the understanding of the specificity of historical knowledge through the use of historical sources in the teaching and learning processes of the discipline, with the objectives of making visible the representations of students that hindered the approach of the Spanish conquest of America, while recognizing the skills that would allow us to understand and interpret historical sources. This thesis was the result of an action research in the chair of American History I of the First Cycle of the Faculty and Bachelor's degrees in History, Faculty of Humanities and Sciences, National University of the Litoral. The choice of an action research proposal facilitated the approach to classroom situations experienced as problematic and required reflection-in-action on aspects concerning university teaching practices, such as social practices that are configured by considering the particularities, the heterogeneities and difficulties that the learning subjects have.