Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente
This essay proposes to discuss the meanings that have been given to social studies at the School of History of the National University of Costa Rica, particularly in the speeches present in the study programs and academic articles. The main question is what exactly means social studies beyond its tr...
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| Formato: | Online |
| Lenguaje: | spa |
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Universidad de Costa Rica
2020
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/40176 |
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| _version_ | 1804220696541265920 |
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| author | González Sanchez, David E. |
| author_facet | González Sanchez, David E. |
| author_sort | González Sanchez, David E. |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | This essay proposes to discuss the meanings that have been given to social studies at the School of History of the National University of Costa Rica, particularly in the speeches present in the study programs and academic articles. The main question is what exactly means social studies beyond its traditional notion as a school subject matter To attempt an answer, I propose the thesis that Social Studies have not achieved their own academic development by being subordinated to historical discipline as a hegemonic epistemic field that instrumentalizes pedagogy by limiting the understanding of what history and social learning implies. For this, I expose three existing tensions in the history-social studies relationship. I conclude that it is not enough to establish research agendas without facing the problem of epistemic subordination that leads to the constitution of a theoretical framework that assumes the problem of teaching and learning of history and the social. Finally, I outline a strategy of reflection and epistemic reconstruction consistent with the consolidation of social studies as a research and action area with its own identity and open to horizontal dialogue with the other disciplines involved in its development. |
| format | Online |
| id | INIE-RAIE-article-40176 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-401762021-07-09T19:42:55Z Social studies and History. A critical approach from a pedagogy reflection Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente González Sanchez, David E. social studies curriculum teaching history estudios sociales currículo historia pedagogía This essay proposes to discuss the meanings that have been given to social studies at the School of History of the National University of Costa Rica, particularly in the speeches present in the study programs and academic articles. The main question is what exactly means social studies beyond its traditional notion as a school subject matter To attempt an answer, I propose the thesis that Social Studies have not achieved their own academic development by being subordinated to historical discipline as a hegemonic epistemic field that instrumentalizes pedagogy by limiting the understanding of what history and social learning implies. For this, I expose three existing tensions in the history-social studies relationship. I conclude that it is not enough to establish research agendas without facing the problem of epistemic subordination that leads to the constitution of a theoretical framework that assumes the problem of teaching and learning of history and the social. Finally, I outline a strategy of reflection and epistemic reconstruction consistent with the consolidation of social studies as a research and action area with its own identity and open to horizontal dialogue with the other disciplines involved in its development. Este ensayo propone discutir los significados que se le han otorgado a los estudios sociales en la Escuela de Historia de la Universidad Nacional de Costa Rica, particularmente a los discursos presentes en programas de estudio entre 1979 y 2016. La discusión parte de la pregunta ¿qué significan los estudios sociales en el ámbito académico, más allá de su definición como asignatura escolar? Ante esto, propongo la tesis de que los Estudios Sociales no han logrado un desarrollo académico propio al encontrarse subordinados a la disciplina histórica en lo que llamo campo epistémico hegemónico, que instrumentaliza la pedagogía al limitar su acción a la transmisión de conocimientos disciplinares. Para respaldar la tesis argumento que existen tres tensiones en la relación Historia-Estudios Sociales que ofrecen evidencia de la subordinación. Concluyo que no basta con establecer agendas de investigación sin enfrentar el problema de subordinación epistémica que conlleve a la constitución de un marco de referencia teórico particular que asuma el problema de la enseñanza y aprendizaje de la historia y de lo social. Finalmente, planteo la necesidad de una estrategia de reflexión y de reconstrucción epistémica congruente con la consolidación de los Estudios Sociales como área de investigación y de acción con identidad propia y abierta al diálogo horizontal con las demás disciplinas involucradas en su desarrollo Universidad de Costa Rica 2020-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Ensayos application/msword https://revistas.ucr.ac.cr/index.php/aie/article/view/40176 10.15517/aie.v20i1.40176 Actualidades Investigativas en Educación; Vol. 20 No. 1: (January - April) (2020); 18 Actualidades Investigativas en Educación; Vol. 20 Núm. 1: (Enero - Abril) (2020); 18 Actualidades Investigativas en Educación; v. 20 n. 1: (Enero - Abril) (2020); 18 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/40176/40908 Derechos de autor 2019 Actualidades Investigativas en Educación |
| spellingShingle | social studies curriculum teaching history estudios sociales currículo historia pedagogía González Sanchez, David E. Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title | Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title_alt | Social studies and History. A critical approach from a pedagogy reflection |
| title_full | Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title_fullStr | Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title_full_unstemmed | Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title_short | Los Estudios Sociales de cara a la Historia: Provocaciones para un debate urgente |
| title_sort | los estudios sociales de cara a la historia provocaciones para un debate urgente |
| topic | social studies curriculum teaching history estudios sociales currículo historia pedagogía |
| topic_facet | social studies curriculum teaching history estudios sociales currículo historia pedagogía |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/40176 |
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