Nuevas Dimensiones

Social representations of school youth in Colombia on youth conflicts

2024-05-04T18:40:05-04:00

The document is part of an ongoing doctoral research project titled, Social Representations in the Teaching of Youth Conflict, whose objective is to identify the representations of young students in Colombia about youth conflicts and how these representations can be used in the teaching of conflict.

The publication presents a theoretical and methodological synthesis that provided bases for the conceptual construct of the research with a qualitative approach. Focus groups are used as a data collection technique. The data that emerge are interpreted and analyzed through reflective contrast.

The findings show that the majority of students identify youth conflict from a negative perspective. Direct violence is considered the main cause of conflicts carried out by young people. Stigmatization and the low appreciation that adult society has for the opinions of young people are considered by students to be youth conflicts.

Fuentes históricas visuales para el aprendizaje de la historia: potencialidades y consideraciones

2024-11-29T18:21:45-03:00

This article examines the use of visual sources in history learning among third-year secondary school students through qualitative research based on semi-structured interviews and surveys. The study focuses on the competence Constructs Historical Interpretations, as outlined in Peru’s National Curriculum for Basic Education. Students highlighted images as valuable tools for understanding the past, as they are illustrative and encourage narration. However, the analysis revealed a limited approach, characterized by naïve readings and a lack of critical contextualization. This underscores the importance of treating school history as a discipline with rigorous methods, fostering deeper and more contextualized analyses. Visual sources are presented as key resources for promoting historical thinking and critical analysis, enhancing students' ability to interpret the past more comprehensively.

Changes and continuities in educational proposals for citizen education post-social outburst in Chile

2024-06-14T11:52:23-04:00

As a result of the impact on perception following the social outburst in Chile, it has been proposed to study civic education. The objective of the research is to describe the didactic proposals developed by high school History teachers in subsidized private schools to address civic education in the classroom after the social outburst of 2019 in Chile. The research design is qualitative and descriptive, employing semantic content analysis through in-depth interviews with a sample of five participants.

The results indicate a change in the conception of students, who are now empowered due to a generational shift and recognize civic participation outside of institutional frameworks. It is concluded that as a result of the social outburst, there is an incentive to implement a practical curricular model, and at the discursive level, teachers oscillate between ascending and maximalist conceptions of citizenship, but also exhibit minimalist traits.

La conciencia geográfica desde su intradisciplinariedad en el texto escolar de 1° Medio de HGCS

2024-12-04T01:20:36-03:00

Geographical consciousness is key to fostering a critical understanding of socio-spatial relationships, but it is curricularly constrained by the predominance of history over geography. This research seeks to understand how geographical consciousness is addressed from its intradisciplinary dimension in Lesson No. 2 of Unit No. 3 of the 1st-year secondary school textbook for History, Geography, and Social Sciences, revealing the obstacles within narratives, sources, and activities. To achieve this, a descriptive qualitative methodology is employed through a documentary analysis to produce information based on a matrix that organizes findings through specific analytical categories. The results indicate that the approach to geographical consciousness is subordinated to the historical discipline, limiting its potential and failing to take advantage of this skill's potential as a way to generate a comprehensive teaching process that enables students to act actively and informedly in society.