test
Search publications, data, projects and authors

Other

Spanish

ID: <

10670/1.3uhhae

>

Where these data come from
Training to teach social sciences from the perspective of civic education at primary school

Abstract

The work I present is part of my experience as a teacher of social sciences and his teaching in the Initial Training of Teachers in Primary Education. It is not, strictly speaking, a systematic research work, but it is supported by various devices that I have built, with several generations of students, which enable me to recover them as indications of the difficulties encountered in thinking about citizen training and its teaching. More than two decades ago I have been involved in the training of future teachers in primary education and in the context of the production of the Final Inclusive Work (TIF) of the Specialisation in Didactic Didactics of Social Sciences (EDCS), with mention in Citizens’ Education, I can systematise a number of concerns that have arisen in my professional journey, with regard to the content of civic training in the initial teaching training of primary education teachers. I will endeavour to take account of the perspectives that guide the purposes of teaching training, in the Higher Level Curricular Design (DCNS) and those established by the Curricular Design for the Primary Level of the Province of Río Negro (DCNP); I will then focus specifically on the challenge of Citizens’ Training and offer some proposals for their incorporation in the framework of initial teacher training. It is against this background that I intend to rethink initial teaching training, in the field of social sciences, from the concepts of curricular justice and educational justice, and then to focus on the specific problem of the area. How to think of teaching training in the face of the challenges of citizenship teaching? The intention is to focus on training practices, as the Higher Level Curricular Design (DCNS) and the Primary Level Curricular Design (DCNP) show marked differences in the teaching of citizen training. There is no consistency between the training promoted by the DCNS, for the social sciences area, with the DCNP in the province. I start from a critical reading of the Curricular Design of the Teacher Training of the Province of Río Negro, which suggests that “from a critical point of view, it is nodal that the teaching training institutions are set up in social spaces that call for interpretation, deliberation and curricular decision making, by challenging educational situations, contexts and values on the basis of the criterion of curricular justice. This criterion refers to the availability of an educational strategy to produce more equality in all the social relationships with which the education system is linked and which currently has profound inequalities of: gender, class, ethnicity, sexuality and multiculturalism among others’ (DCNS, 2008: 24). FIL: Garino, Alicia. National University of the Comahue. Faculty of Education Science; Argentina.

Your Feedback

Please give us your feedback and help us make GoTriple better.
Fill in our satisfaction questionnaire and tell us what you like about GoTriple!