Narrative disputes and history teaching: contributions from a theoretical reflection
In historical science, narrative has been a subject of reflection by different authors, from different approaches. This article aims to expand the reflection on the historical narrative—academic and didactic—in order to understand the limits of its attempt to represent the past. Based on this proble...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546 |
| _version_ | 1801706447956869120 |
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| author | Cavalcanti, Erinaldo |
| author_facet | Cavalcanti, Erinaldo |
| author_sort | Cavalcanti, Erinaldo |
| collection | OJS |
| description | In historical science, narrative has been a subject of reflection by different authors, from different approaches. This article aims to expand the reflection on the historical narrative—academic and didactic—in order to understand the limits of its attempt to represent the past. Based on this problematization, the objective is to set narrative as a focus of analysis in the teaching of history as a possible way to face the confrontation of narratives that are part of the classroom routine. The methodology is based on the critical analysis of specialized literature, seeking to understand the criteria that legitimize the historical narrative. In conclusion, based on the theoretical framework—especially on Paul Ricoeur—it is arguedthat the procedures that constitute the historical narrative can be used as a viable strategy to cope with narrative disputes in the classroom and to promote the understanding of the relationship of trust and credibility that such written report holds in the task of representing the past. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11546 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-115462023-02-13T17:18:04Z Narrative disputes and history teaching: contributions from a theoretical reflection Disputas narrativas y enseñanza de la historia: aportes de una reflexión teórica Disputas narrativas e ensino de história: contribuições de uma reflexão teórica Cavalcanti, Erinaldo history narrative teaching representation theory historia narrativa enseñanza representación teoría história narrativa ensino representação teoria In historical science, narrative has been a subject of reflection by different authors, from different approaches. This article aims to expand the reflection on the historical narrative—academic and didactic—in order to understand the limits of its attempt to represent the past. Based on this problematization, the objective is to set narrative as a focus of analysis in the teaching of history as a possible way to face the confrontation of narratives that are part of the classroom routine. The methodology is based on the critical analysis of specialized literature, seeking to understand the criteria that legitimize the historical narrative. In conclusion, based on the theoretical framework—especially on Paul Ricoeur—it is arguedthat the procedures that constitute the historical narrative can be used as a viable strategy to cope with narrative disputes in the classroom and to promote the understanding of the relationship of trust and credibility that such written report holds in the task of representing the past. En la ciencia histórica, la narrativa ha sido objeto de reflexión de diferentes autores, desde distintos enfoques. Este artículo tiene el fin de ampliar la reflexión sobre la narrativa histórica —académica y didáctica—, para comprender los límites de su pretensión de representar el pasado. Con esta problematización, el objetivo es poner la narrativa como foco de análisis en la enseñanza de la historia como una posible forma de enfrentar las disputas narrativas que son parte de la rutina del aula. La metodología parte del análisis crítico de literatura especializada, con el objetivo de entender en qué consisten los criterios que dan legitimidad a la narrativa histórica. En conclusión, con base en el marco teórico —especialmente en Paul Ricoeur—, se argumenta que los procedimientos que constituyen la narrativa histórica pueden ser utilizados como una estrategia viable para tratar las disputas narrativas en el aula y promover la comprensión de la relación de confianza y credibilidad de que goza este informe escrito en la tarea para representar el pasado. Na ciência histórica, a narrativa tem sido objeto de reflexão de diferentes autores, a partir de diferentes abordagens. Este artigo visa ampliar a reflexão sobre a narrativa histórica — acadêmica e didática — para compreender os limites de sua intenção de representar o passado. Com esta problematização, o objetivo é estabelecer a narrativa como foco deanálise no ensino da história como uma forma possível de enfrentar a disputa de narrativasque fazem parte da rotina da sala de aula. A metodologia é baseada na análise crítica deliteratura especializada, buscando compreender os critérios que legitimam a narrativa histórica. Em conclusão, com base no quadro teórico — especialmente em Paul Ricoeur — argumenta-se que os procedimentos que constituem a narrativa histórica podem ser usados como uma estratégia viável para enfrentar as disputas narrativas na sala de aula e para promover a compreensão da relação de confiança e credibilidade que tal relatório escrito tem na tarefa de representar o passado. Universidad Pedagógica y Tecnológica de Colombia 2021-10-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip text/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546 10.19053/22160159.v12.n30.2021.11546 Praxis & Saber; Vol. 12 No. 30 (2021): Investigación y Pedagogía; e11546 Praxis & Saber; Vol. 12 Núm. 30 (2021): Investigación y Pedagogía; e11546 Praxis & Saber; Vol. 12 No 30 (2021): Investigación y Pedagogía; e11546 Praxis & Saber; V. 12 N. 30 (2021): Investigación y Pedagogía; e11546 Praxis & Saber; v. 12 n. 30 (2021): Investigación y Pedagogía; e11546 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546/11061 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546/11062 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546/11063 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546/12624 Derechos de autor 2021 Erinaldo Cavalcanti http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | history narrative teaching representation theory historia narrativa enseñanza representación teoría história narrativa ensino representação teoria Cavalcanti, Erinaldo Narrative disputes and history teaching: contributions from a theoretical reflection |
| title | Narrative disputes and history teaching: contributions from a theoretical reflection |
| title_alt | Disputas narrativas y enseñanza de la historia: aportes de una reflexión teórica Disputas narrativas e ensino de história: contribuições de uma reflexão teórica |
| title_full | Narrative disputes and history teaching: contributions from a theoretical reflection |
| title_fullStr | Narrative disputes and history teaching: contributions from a theoretical reflection |
| title_full_unstemmed | Narrative disputes and history teaching: contributions from a theoretical reflection |
| title_short | Narrative disputes and history teaching: contributions from a theoretical reflection |
| title_sort | narrative disputes and history teaching contributions from a theoretical reflection |
| topic | history narrative teaching representation theory historia narrativa enseñanza representación teoría história narrativa ensino representação teoria |
| topic_facet | history narrative teaching representation theory historia narrativa enseñanza representación teoría história narrativa ensino representação teoria |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11546 |
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