The future teachers and the readings of history in the classrooms of Argentina

Authors

  • Gonzalo de Amézola Universidad Nacional de La Plata / Universidad Nacional de General Sarmiento
  • Sergio Carnevale Universidad Nacional de General Sarmiento
  • María Paula González Universidad Nacional de General Sarmiento

DOI:

https://doi.org/10.5433/1984-3356.2009v2n3p93

Keywords:

Teacher training, teaching history, school books, academic texts, new disclosure

Abstract

This paper attempts to answer a series of questions that we consider central to the teaching of history and in teacher education: what do future teachers read and what do they use as reading material to teach History in secondary school.
In this regard, there are two distinct practices. On one hand, textbooks - just like student teachers used them when they were high school students themselves. On the other, academic literature, which future teachers have worked with during their training courses?

Under the circumstances, and without denying that both types of texts are possible readings in secondary school, we will raise a critical interpretation, as well as suggesting a reflection on the training of teachers and, finally, we will formulate a proposal considering the possibilities and limits of the “new historical disclosure”.

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Published

2009-03-06

How to Cite

AMÉZOLA, Gonzalo de; CARNEVALE, Sergio; GONZÁLEZ, María Paula. The future teachers and the readings of history in the classrooms of Argentina. Antíteses, [S. l.], v. 2, n. 3, p. 93–113, 2009. DOI: 10.5433/1984-3356.2009v2n3p93. Disponível em: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/2390. Acesso em: 24 nov. 2024.