Iñaki Navarro Neri, Pilar Rivero, Borja Aso, A. Mendióroz-Lacambra
El patrimonio juega un papel determinante en la construcción de la ciudadanía y las identidades, de ahí la responsabilidad que las instituciones culturales, como los museos, tienen a la hora de articular sus propuestas y discursos. En este artículo se presentan los resultados obtenidos tras analizar el discurso emitido a través de sus posts de los cinco museos nacionales canadienses más activos en Facebook durante 2020, en cuanto a narrativa histórica y al enfoque elegido a la hora de tratar la significación histórica de una pintura, una pieza de la colección, etc. Los resultados muestran una actividad planificada con discursos donde predomina la narrativa histórica tradicional y un enfoque, en cuanto al tipo de significación histórica otorgada a una pieza, centrado principalmente en la relevancia e importancia de los elementos patrimoniales en el imaginario colectivo canadiense.Los datos contribuyen a conocer mejor el desarrollo de pensamiento histórico en el ámbito de la educación no formal en el contexto digital. Teniendo en cuenta la escasez de investigaciones en esta línea, se abre una vía de trabajo novedosa en la didáctica de la historia y del patrimonio. and the approach chosen when dealing with the historical significance of a painting, work of art, etc. The results show a constant and planned activity with discourses dominated by traditional historical narrative, and an approach, in terms of the type of historical significance given to a piece, mainly focused on the relevance and importance of heritage elements in the Canadian collective imagination.The results contribute to a better understanding of the development of historical thinking in the field of non-formal education in the digital context. As there is hardly any research in this area, this research constitutes a new line of investigation in the context of history and heritage education.
遗产在公民身份和身份认同的构建中起着决定性的作用，因此文化机构，如博物馆，有责任阐明他们的建议和话语。在本文中出现的成果进行分析后发表的讲话通过五个国家博物馆的文章在Facebook 2020年加拿大更为活跃,至于历史故事和所选方法进行医治的具有历史意义的一幅画、一块的收藏等。本研究的目的是分析加拿大文化遗产的历史意义，并分析加拿大文化遗产对加拿大文化遗产的影响。本研究的目的是分析加拿大文化遗产对加拿大文化遗产的影响，以及加拿大文化遗产对加拿大文化遗产的影响。这些数据有助于更好地理解数字背景下非正规教育领域的历史思维发展。由于这方面的研究很少，历史和遗产教学开辟了一条新的工作道路。= =地理= =根据美国人口普查，这个县的面积为。结果显示了以传统历史叙事为主的持续和有计划的活动，以及一种方法，就某件作品的历史意义类型而言，主要关注加拿大集体想象中遗产元素的相关性和重要性。研究结果有助于更好地理解数字环境下非正规教育领域历史思维的发展。As there is hardly any research in this area, this research调查构成new line of in the context of history and传统教育。
{"title":"Narrativa y significación histórica en la comunicación de los museos nacionales canadienses en Facebook","authors":"Iñaki Navarro Neri, Pilar Rivero, Borja Aso, A. Mendióroz-Lacambra","doi":"10.6018/pantarei.467881","DOIUrl":"https://doi.org/10.6018/pantarei.467881","url":null,"abstract":"El patrimonio juega un papel determinante en la construcción de la ciudadanía y las identidades, de ahí la responsabilidad que las instituciones culturales, como los museos, tienen a la hora de articular sus propuestas y discursos. En este artículo se presentan los resultados obtenidos tras analizar el discurso emitido a través de sus posts de los cinco museos nacionales canadienses más activos en Facebook durante 2020, en cuanto a narrativa histórica y al enfoque elegido a la hora de tratar la significación histórica de una pintura, una pieza de la colección, etc. Los resultados muestran una actividad planificada con discursos donde predomina la narrativa histórica tradicional y un enfoque, en cuanto al tipo de significación histórica otorgada a una pieza, centrado principalmente en la relevancia e importancia de los elementos patrimoniales en el imaginario colectivo canadiense.Los datos contribuyen a conocer mejor el desarrollo de pensamiento histórico en el ámbito de la educación no formal en el contexto digital. Teniendo en cuenta la escasez de investigaciones en esta línea, se abre una vía de trabajo novedosa en la didáctica de la historia y del patrimonio.\u0000 and the approach chosen when dealing with the historical significance of a painting, work of art, etc. The results show a constant and planned activity with discourses dominated by traditional historical narrative, and an approach, in terms of the type of historical significance given to a piece, mainly focused on the relevance and importance of heritage elements in the Canadian collective imagination.The results contribute to a better understanding of the development of historical thinking in the field of non-formal education in the digital context. As there is hardly any research in this area, this research constitutes a new line of investigation in the context of history and heritage education.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"29 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91168553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEn este articulo se propone una revision personal de la investigacion linguistica de los ultimos 25 anos sobre el egipcio antiguo, la lengua hablada y escrita en Egipto desde el origen de la civilizacion egipcia escrita (hacia 3150 a. C.) hasta la desaparicion del copto como lengua viva (siglo XVII d. C.), la lengua humana documentada durante mas tiempo. Con este fin, se revisaran las principales corrientes teoricas y su relacion con la ensenanza del antiguo egipcio en ambito universitario. Mediante el analisis de la bibliografia mas relevante de este periodo, se comentan cuatro lineas de investigacion productivas: forma y funcion; documentos y lengua; lexico y gramatica; y metalinguistica en el Egipto antiguo. El articulo finaliza con un breve comentario sobre la necesidad de mas estudios basados en corpora en el futuro, en lugar de los basados en marcos teoricos para la interpretacion del egipcio antiguo. EnglishThis article provides a personal overview of the last 25-year linguistic research on ancient Egyptian, the language spoken and written in Egypt since the origin of the written Egyptian civilization (c. 3150 BC) until the disappearance of Coptic as a living language (17th century AC), the longest-attested human language. With this purpose, the main theoretical approaches and their relationship to teaching ancient Egyptian at the university are reviewed. Through the analysis of the more relevant bibliography of the period, four productive research lines are discussed: form and function; documents and the language; lexicon and grammar; and ancient Egyptian metalinguistics. The article ends with a short comment on the need of more corpus-based studies in the future instead of theoreticallybased frameworks for interpreting the ancient Egyptian language.
espanolEn此篇拟一个订正人员调查了linguistica后期的25关于埃及埃及前,他的口语和书面从埃及civilizacion书面源(3150。c)直到desaparicion鲜活科普特语(十七世纪d . c .),人类的舌头,记录时间更久。本研究的目的是分析古埃及语在大学教学中的作用，以及古埃及语在大学教学中的作用。通过对这一时期最相关的文献的分析，对生产研究的四个方向进行了评论:形式和功能;文件和语言;词汇和语法;古埃及的元语言。本文最后简要评论了未来需要更多基于语料库的研究，而不是基于理论框架来解释古埃及语。EnglishThis条提供概览人员最后25-year linguistic research on the ancient Egyptian language口语和书面in the origin of the书面发言以来埃及埃及文明3150 BC (c)直到行动Coptic as a living language (17th century AC), the longest-attested human language。为此目的，对大学古埃及语教学的主要理论方法及其关系进行了修订。通过对这一时期最相关的文献的分析，讨论了四个富有成效的研究方向:形式和功能;文件和语言;词汇和语法;= =地理= =根据美国人口普查，该镇总面积为。这篇文章的结尾是一个简短的评论，关于未来需要更多基于身体的研究，而不是基于理论的框架来解释古埃及语。
{"title":"A Look Back into Ancient Egyptian Linguistic Studies (c. 1995-2019)","authors":"Carlos Gracia Zamacona","doi":"10.6018/PANTAREI.445451","DOIUrl":"https://doi.org/10.6018/PANTAREI.445451","url":null,"abstract":"espanolEn este articulo se propone una revision personal de la investigacion linguistica de los ultimos 25 anos sobre el egipcio antiguo, la lengua hablada y escrita en Egipto desde el origen de la civilizacion egipcia escrita (hacia 3150 a. C.) hasta la desaparicion del copto como lengua viva (siglo XVII d. C.), la lengua humana documentada durante mas tiempo. Con este fin, se revisaran las principales corrientes teoricas y su relacion con la ensenanza del antiguo egipcio en ambito universitario. Mediante el analisis de la bibliografia mas relevante de este periodo, se comentan cuatro lineas de investigacion productivas: forma y funcion; documentos y lengua; lexico y gramatica; y metalinguistica en el Egipto antiguo. El articulo finaliza con un breve comentario sobre la necesidad de mas estudios basados en corpora en el futuro, en lugar de los basados en marcos teoricos para la interpretacion del egipcio antiguo. EnglishThis article provides a personal overview of the last 25-year linguistic research on ancient Egyptian, the language spoken and written in Egypt since the origin of the written Egyptian civilization (c. 3150 BC) until the disappearance of Coptic as a living language (17th century AC), the longest-attested human language. With this purpose, the main theoretical approaches and their relationship to teaching ancient Egyptian at the university are reviewed. Through the analysis of the more relevant bibliography of the period, four productive research lines are discussed: form and function; documents and the language; lexicon and grammar; and ancient Egyptian metalinguistics. The article ends with a short comment on the need of more corpus-based studies in the future instead of theoreticallybased frameworks for interpreting the ancient Egyptian language.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"23-42"},"PeriodicalIF":0.4,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45409078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mariona Massip Sabater, Jordi Castellví Mata, Joan Pagès Blanch
In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.
{"title":"La historia de las personas: reflexiones desde la historiografía y de la didáctica de las ciencias sociales durante los últimos 25 años","authors":"Mariona Massip Sabater, Jordi Castellví Mata, Joan Pagès Blanch","doi":"10.6018/PANTAREI.445831","DOIUrl":"https://doi.org/10.6018/PANTAREI.445831","url":null,"abstract":"In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. \u0000There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"167-196"},"PeriodicalIF":0.4,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43005284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.
{"title":"Las narrativas nacionales en la enseñanza y el aprendizaje de la historia: Una revisión sobre los libros de texto y las narrativas de los estudiantes","authors":"César López Rodríguez","doi":"10.6018/PANTAREI.445731","DOIUrl":"https://doi.org/10.6018/PANTAREI.445731","url":null,"abstract":"Traditionally, national narratives have played a central role in the teaching and learning of history. However, since the end of the 20th century, history educators have pointed out how these narratives can hinder the development of historical thinking. Through a systematic literature review, this article analyses the role of national narratives as it has evolved in the last 25 years. On the one hand, studies focused on the role of national narratives in history textbooks are analysed. On the other hand, the article reflects on the advances in research on how the students narrate the past of their nation. In general, research shows the relevance of these national narratives in the way the past is produced and consumed. Nevertheless, new projects continue to emerge which propose to denationalize the past. Finally, some of the new challenges for this line of research are discussed.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"149-166"},"PeriodicalIF":0.4,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71331318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naiara Vicent, J. Castrillo, Álex Ibáñez-Etxeberria, L. Albas
In this work, a bibliometric review is carried out on studies that deal with the treatment of politically-motivated armed conflicts in education, with the aim of obtaining an outline of what is currently being done on the international scene. To this end, a search and analysis of studies associated with the teaching of social sciences and citizenship education in Web of Science (WOS) has been undertaken. The final sample, comprising 128 studies, denotes a growth in research on the subject in recent years and the use of multiple methodologies and approaches. It also presents a rich panorama in terms of conflict scenarios and issues addressed. Finally, it points out the usefulness of bringing these issues into the classroom in order to promote the peaceful coexistence and reconciliation in societies affected by violent conflicts.
{"title":"Conflictos armados y su tratamiento en educación. Análisis de la producción científica de los últimos 25 años en la Web of Science","authors":"Naiara Vicent, J. Castrillo, Álex Ibáñez-Etxeberria, L. Albas","doi":"10.6018/PANTAREI.445721","DOIUrl":"https://doi.org/10.6018/PANTAREI.445721","url":null,"abstract":"In this work, a bibliometric review is carried out on studies that deal with the treatment of politically-motivated armed conflicts in education, with the aim of obtaining an outline of what is currently being done on the international scene. To this end, a search and analysis of studies associated with the teaching of social sciences and citizenship education in Web of Science (WOS) has been undertaken. The final sample, comprising 128 studies, denotes a growth in research on the subject in recent years and the use of multiple methodologies and approaches. It also presents a rich panorama in terms of conflict scenarios and issues addressed. Finally, it points out the usefulness of bringing these issues into the classroom in order to promote the peaceful coexistence and reconciliation in societies affected by violent conflicts.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"55-91"},"PeriodicalIF":0.4,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolLa presente contribucion pretende revisar de que manera la Historia Social, entendida como corriente historiografica, ha penetrado en el mundo de los estudios cuneiformes y en la Historia de Mesopotamia. De esta manera, se ha realizado una exhaustiva revision de la bibliografia disponible, sobre todo la referida a los veinticinco ultimos anos. El resultado principal es que esta tendencia historiografica ha sido fructifera para el estudio del mundo cuneiforme, si bien dependiendo de periodos y temas ha tenido desigual fortuna. Ademas, se proporciona una vision (personal) de las lineas de investigacion que, en el futuro, podrian seguir desarrollandose en el marco de la Historia Social de la antigua Mesopotamia. EnglishThis contribution aims at revising how social history, understood as a historiographical current, has entered the world of cuneiform studies and the history of Mesopotamia. A thorough review of all the available literature has been carried out, especially those studies published during the last twenty-five years. The main outcome is that this historiographical trend has been rather fruitful within the framework of cuneiform studies – yet with unequal results, depending on periods and topics. Finally, a (personal) vision is offered of the areas of research that, in future, may be further developed in the context of the social history of ancient Mesopotamia.
这篇文章的目的是回顾社会历史，被理解为一种史学趋势，是如何渗透到楔形文字研究和美索不达米亚历史的世界的。因此，对现有的书目，特别是过去25年的书目，进行了彻底的修订。主要的结果是，这种史学趋势对楔形文字世界的研究是富有成果的，尽管根据时期和主题的不同，它有不同的命运。它还提供了一个(个人的)研究方向的愿景，在未来，可以在古代美索不达米亚的社会历史的框架内进一步发展。这篇文章的目的是修改社会历史，理解为当前的历史，如何进入楔形文字研究的世界和美索不达米亚的历史。各部review of all the可文献一直对,特别是那些研究published during the月twenty-five。主要的结果是，在楔形文字研究的框架内，这一史学趋势相当富有成效，但结果不平等，取决于时期和主题。最后,以个人(vision is offered of the areas of research that, in future,可能进一步发达社会in the context of the history of ancient美索不达米亚。
{"title":"La Historia social aplicada a la antigua Mesopotamia: cambios historiográficos y nuevas vías de investigación","authors":"J. J. Justel Vicente","doi":"10.6018/PANTAREI.445361","DOIUrl":"https://doi.org/10.6018/PANTAREI.445361","url":null,"abstract":"espanolLa presente contribucion pretende revisar de que manera la Historia Social, entendida como corriente historiografica, ha penetrado en el mundo de los estudios cuneiformes y en la Historia de Mesopotamia. De esta manera, se ha realizado una exhaustiva revision de la bibliografia disponible, sobre todo la referida a los veinticinco ultimos anos. El resultado principal es que esta tendencia historiografica ha sido fructifera para el estudio del mundo cuneiforme, si bien dependiendo de periodos y temas ha tenido desigual fortuna. Ademas, se proporciona una vision (personal) de las lineas de investigacion que, en el futuro, podrian seguir desarrollandose en el marco de la Historia Social de la antigua Mesopotamia. EnglishThis contribution aims at revising how social history, understood as a historiographical current, has entered the world of cuneiform studies and the history of Mesopotamia. A thorough review of all the available literature has been carried out, especially those studies published during the last twenty-five years. The main outcome is that this historiographical trend has been rather fruitful within the framework of cuneiform studies – yet with unequal results, depending on periods and topics. Finally, a (personal) vision is offered of the areas of research that, in future, may be further developed in the context of the social history of ancient Mesopotamia.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"9-21"},"PeriodicalIF":0.4,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46975740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on the analysis of the acquisition of historical empathy, one of the dimensions of the so-called historical competences, by a group of students of 2nd Baccalaureate from an educational centre in the Region of Murcia. From the realization of an evolutionary role play set in the Civil War and Franco, a descriptive study has been carried out with qualitative methodology in which the data obtained in various instruments (stories prepared by students and one questionnaire), have been analysed to try to assess the level of acquisition of that dimension of historical thinking. In this case, although the results endorse the effectiveness of the program (75% of students reach a medium or high level of empathic understanding), they also denote that the implications for improving student academic performance are relative.
{"title":"La empatía como elemento para la adquisición del pensamiento histórico en alumnos de bachillerato. Un estudio de caso centrado en la Guerra Civil española y el franquismo","authors":"Sebastián Molina Puche, Adrián Salmerón Ayala","doi":"10.6018/pantarei.444761","DOIUrl":"https://doi.org/10.6018/pantarei.444761","url":null,"abstract":"This paper focuses on the analysis of the acquisition of historical empathy, one of the dimensions of the so-called historical competences, by a group of students of 2nd Baccalaureate from an educational centre in the Region of Murcia. From the realization of an evolutionary role play set in the Civil War and Franco, a descriptive study has been carried out with qualitative methodology in which the data obtained in various instruments (stories prepared by students and one questionnaire), have been analysed to try to assess the level of acquisition of that dimension of historical thinking. In this case, although the results endorse the effectiveness of the program (75% of students reach a medium or high level of empathic understanding), they also denote that the implications for improving student academic performance are relative.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"129-153"},"PeriodicalIF":0.4,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42235471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. J. Farrujía de la Rosa, Carmen Ascanio Sánchez, Ulises Martín Hernández, Cristo Manuel Hernández Gómez
En este artículo analizamos el tratamiento didáctico que recibe el patrimonio arqueológico canario de la etapa indígena en los libros de texto de Ciencias Sociales de Primaria de Canarias, con un especial foco de atención en la representación de género. A partir de un análisis cualitativo y cuantitativo, centrado en los libros de texto de cuatro editoriales, en el marco de la LOMCE, nuestra investigación analiza qué se considera patrimonio arqueológico en la enseñanza, cómo y qué se enseña, y cuál es el rol de las mujeres en el contenido educativo y en el hecho histórico. Los resultados obtenidos reflejan la reproducción de miradas eurocéntricas, la inexistencia de una definición explícita de los vestigios arqueológicos y, por tanto, del propio concepto de patrimonio, así como el predominio de la hegemonía cultural androcéntrica. Esta realidad presenta claras afinidades con la constatada en otros estudios afines del estado español. In this article we analyze the didactic approach for the Canarian archaeological heritage from the indigenous period within the Primary textbooks of Social Sciences in the Canary Islands, paying also attention to the representation of gender. From a qualitative and quantitative approach, focused on the textbooks from four different publishers, and within the framework of LOMCE, our research analyzes what is considered archaeological heritage in teaching, how and what is taught, and what is the role of women in the historic fact and in the educational content. The main results show the predominance of the androcentric cultural hegemony, the reproduction of Eurocentric views, the absence of an explicit definition for the archaeological remains and, therefore, for the concept of heritage. This panorama presents clear affinities with the one documented in other parts of Spain.
本文分析了加那利群岛小学社会科学教科书中土著阶段考古遗产的教学处理，特别关注性别代表。从定性和定量分析,埋在课本四、编辑LOMCE框架内,我们的调查分析为什么被视为教育的考古遗产、如何教什么和什么角色,妇女在教育内容和历史事实。研究结果反映了以欧洲为中心的观点的再现，考古遗迹缺乏明确的定义，因此遗产的概念本身，以及以男性为中心的文化霸权的主导地位。这一现实与西班牙其他相关研究的发现有明显的相似之处。在本文中，我们分析了加那利群岛社会科学初级教科书中关于加那利群岛土著时期考古遗产的教学方法，同时也注意到性别的代表性问题。从定性和方针,聚焦不同出版社,and the教科书From the four within the framework of LOMCE, our research analyzes中的what is archaeological遗产的教学,how and what is, and what is the role of women in the历史事实and in the教育内容。主要结果显示，以男性为中心的文化霸权占主导地位，以欧洲为中心的观点的再现，对考古遗迹缺乏明确的定义，因此对遗产的概念缺乏明确的定义。代表在clear affinities格局This with the one记录在案的in other parts of Spain。
{"title":"La representación del patrimonio arqueológico en los libros de texto de Educación Primaria: El contexto indígena canario como estudio de caso","authors":"A. J. Farrujía de la Rosa, Carmen Ascanio Sánchez, Ulises Martín Hernández, Cristo Manuel Hernández Gómez","doi":"10.6018/pantarei.444421","DOIUrl":"https://doi.org/10.6018/pantarei.444421","url":null,"abstract":"En este artículo analizamos el tratamiento didáctico que recibe el patrimonio arqueológico canario de la etapa indígena en los libros de texto de Ciencias Sociales de Primaria de Canarias, con un especial foco de atención en la representación de género. A partir de un análisis cualitativo y cuantitativo, centrado en los libros de texto de cuatro editoriales, en el marco de la LOMCE, nuestra investigación analiza qué se considera patrimonio arqueológico en la enseñanza, cómo y qué se enseña, y cuál es el rol de las mujeres en el contenido educativo y en el hecho histórico. Los resultados obtenidos reflejan la reproducción de miradas eurocéntricas, la inexistencia de una definición explícita de los vestigios arqueológicos y, por tanto, del propio concepto de patrimonio, así como el predominio de la hegemonía cultural androcéntrica. Esta realidad presenta claras afinidades con la constatada en otros estudios afines del estado español.\u0000 In this article we analyze the didactic approach for the Canarian archaeological heritage from the indigenous period within the Primary textbooks of Social Sciences in the Canary Islands, paying also attention to the representation of gender. From a qualitative and quantitative approach, focused on the textbooks from four different publishers, and within the framework of LOMCE, our research analyzes what is considered archaeological heritage in teaching, how and what is taught, and what is the role of women in the historic fact and in the educational content. The main results show the predominance of the androcentric cultural hegemony, the reproduction of Eurocentric views, the absence of an explicit definition for the archaeological remains and, therefore, for the concept of heritage. This panorama presents clear affinities with the one documented in other parts of Spain.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"109-128"},"PeriodicalIF":0.4,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.6018/pantarei.444421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46433555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Altamira de Hugh Hudson es la primera película de ficción sobre la historia del arte paleolítico. Hasta el momento solo se habían realizado documentales sobre Altamira. Hacer una película de ficción supone un enfoque distinto y un cambio de público considerable. Del pequeño público de los documentales se pasa al gran público, que aprende con grandes dosis de imaginación, mito y leyenda. La nueva idea surgió, según cuenta la productora Lucrecia Botín, a partir de un documental que se estaba realizando sobre la cueva de Altamira.
{"title":"Altamira (Hugh Hudson, 2016)","authors":"Alberto Lombo Montañés","doi":"10.6018/pantarei.445101","DOIUrl":"https://doi.org/10.6018/pantarei.445101","url":null,"abstract":"Altamira de Hugh Hudson es la primera película de ficción sobre la historia del arte paleolítico. Hasta el momento solo se habían realizado documentales sobre Altamira. Hacer una película de ficción supone un enfoque distinto y un cambio de público considerable. Del pequeño público de los documentales se pasa al gran público, que aprende con grandes dosis de imaginación, mito y leyenda. La nueva idea surgió, según cuenta la productora Lucrecia Botín, a partir de un documental que se estaba realizando sobre la cueva de Altamira.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"245-253"},"PeriodicalIF":0.4,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45492151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we study the votive inscriptions of Caldas de Montbui in depth. To do this we focus, mainly, on epigraphic study following a methodology based on the material record personally consulted, the scientific publications linked to our research and the primary sources. According to the information gathered, we propose the importance of the second half of the 1st century AD and the beginning of the 2nd century AD in the manifestation of the epigraphic habit. It happens as a clear symptom regarding the popularity of relevant figures from provincial elites established in cities like Barcino, Iluro or Tarraco. Along with the research carried out, we observe the great evolution and impulse that this enclave acquires during the 1st century AD, being the imperial patronage of Tiberius a decisive aspect in this process, and later the Flavian dynasty.
{"title":"La epigrafía votiva romana de Caldas de Montbui (Vallés Oriental, Barcelona) (ss. I-II d. C.). Un ejemplo de promoción de las élites provinciales de la tarraconensis en centros de aguas minero- medicinales","authors":"Jesús Sánchez Alguacil","doi":"10.6018/pantarei.444331","DOIUrl":"https://doi.org/10.6018/pantarei.444331","url":null,"abstract":"In this paper we study the votive inscriptions of Caldas de Montbui in depth. To do this we focus, mainly, on epigraphic study following a methodology based on the material record personally consulted, the scientific publications linked to our research and the primary sources. According to the information gathered, we propose the importance of the second half of the 1st century AD and the beginning of the 2nd century AD in the manifestation of the epigraphic habit. It happens as a clear symptom regarding the popularity of relevant figures from provincial elites established in cities like Barcino, Iluro or Tarraco. Along with the research carried out, we observe the great evolution and impulse that this enclave acquires during the 1st century AD, being the imperial patronage of Tiberius a decisive aspect in this process, and later the Flavian dynasty.","PeriodicalId":40695,"journal":{"name":"Panta Rei-Revista Digital de Ciencia y Didactica de la Historia","volume":"14 1","pages":"61-88"},"PeriodicalIF":0.4,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49558949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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