The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico
This article begins from the central assumption that history plays, because of the ways in which they combine cognitions and emotions, produce an understanding through high-impact means. Through the review of the most recent states of knowledge in the ield of history teaching, it is ascertained that...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438 |
| _version_ | 1801706385278238720 |
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| author | Latapí Escalante, Paulina |
| author_facet | Latapí Escalante, Paulina |
| author_sort | Latapí Escalante, Paulina |
| collection | OJS |
| description | This article begins from the central assumption that history plays, because of the ways in which they combine cognitions and emotions, produce an understanding through high-impact means. Through the review of the most recent states of knowledge in the ield of history teaching, it is ascertained that the study of non-formal teaching environments and emotionality are topics which need to be investigated. This research project focused on four history plays. Their study required an interdisciplinary methodology which wove together expertise from philosophy, anthropology, psychology and neuroscience, with which instruments of analysis were constructed that were processed through ethnographic tools provided by Grounded Theory. The results produced categories that explain the relation between the cognitions and emotions aroused by plays, give an account of the components that give rise to them, and make a point of the fact that they are a vehicle to generate empathy in relation to the adoption of perspectives and the humanization of previous understanding. This work is part of a doctoral thesis that will be presented in the Universidad Autónoma de Barcelona under the direction of Doctor Joan Pagés and the research project is registered in the Universidad Autónoma de Querétaro. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7438 |
| institution | Revista Historia Y Memoria |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-74382023-11-27T19:40:36Z The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico El teatro histórico como ámbito educativo. Análisis de cuatro obras para conmemorar el triunfo de la República en Querétaro, México. Le théâtre historique comme espace éducatif. Analyse de quatre pièces commémoratives du triomphe de la République à Queretaro, Mexique Latapí Escalante, Paulina history teaching emotions cognitions history play enseñanza de la historia emociones cogniciones teatro histórico This article begins from the central assumption that history plays, because of the ways in which they combine cognitions and emotions, produce an understanding through high-impact means. Through the review of the most recent states of knowledge in the ield of history teaching, it is ascertained that the study of non-formal teaching environments and emotionality are topics which need to be investigated. This research project focused on four history plays. Their study required an interdisciplinary methodology which wove together expertise from philosophy, anthropology, psychology and neuroscience, with which instruments of analysis were constructed that were processed through ethnographic tools provided by Grounded Theory. The results produced categories that explain the relation between the cognitions and emotions aroused by plays, give an account of the components that give rise to them, and make a point of the fact that they are a vehicle to generate empathy in relation to the adoption of perspectives and the humanization of previous understanding. This work is part of a doctoral thesis that will be presented in the Universidad Autónoma de Barcelona under the direction of Doctor Joan Pagés and the research project is registered in the Universidad Autónoma de Querétaro. Se parte del supuesto central de que las obras de teatro histórico, por las formas en que conjugan cogniciones y emociones, producen conocimiento a través de mecanismos de alto impacto. Se comprueba, tras la revisión de los estados del conocimiento más recientes en el campo de la enseñanza de la historia, que el estudio de ámbitos no formales de enseñanza y la emocionalidad, son temas que es necesario investigar. La presente investigación focalizó en cuatro obras de teatro histórico. Su estudio requirió de una metodología interdisciplinaria que trenzó conocimientos aportados por la filosofía, la antropología, la psicología y la neurociencia con los cuales se construyeron instrumentos de análisis que se procesaron mediante herramientas etnográicas aportadas por la Teoría Fundamentada. Los resultados arrojan categorías que explican la relación entre cogniciones y emociones suscitadas por las obras de teatro, dan cuenta de los insumos que las provocan, puntualizan cómo son un vehículo para generar empatía en relación a la adopción de perspectivas y a la humanización en relación con saberes previos. El trabajo es parte de la tesis doctoral de la Universidad Autónoma de Barcelona, bajo la dirección del doctor Joan Pagès Blanch, y de la investigación registrada en la Universidad Autónoma de Querétaro. Les pièces de théâtre à contenu historique, par la manière qui leur est propre de conjuguer des cognitions et des émotions, génèrent du savoir à travers des mécanismes ayant une forte incidence sociale. Après un tour d’horizon des connaissances les plus récentes sur l’enseignement de l’histoire, nous insistons sur la nécessité de faire de recherches sur l’éducation non formelle et sur l’émotivité. Notre enquête se centre sur quatre pièces de théâtre historique. Leur étude a requis une méthodologie interdisciplinaire qui allie la philosophie, l’anthropologie, la psychologie et la neuroscience pour construire des instruments d’analyse qui ont été traités à leur tour avec des outils ethnographiques provenant de la Théorie ancrée. Les résultats obtenus prennent la forme de catégories expliquant le rapport entre cognitions et émotions que suscitent les pièces de théâtre, rendant compte des matières premières qui les provoquent, et montrant jusqu’à quel point elles sont un véhicule générant de l’empathie en ce qui concerne l’adoption de perspectives et l’humanisation liée à des savoirs préalables. L’enquête fait partie d’une thèse de doctorat devant être soutenue à l’Université Autónoma de Barcelona, sous la direction de Joan Pagès, ayant été également enregistrée à l’Université Autónoma de Queretaro. Universidad Pedagógica y Tecnológica de Colombia 2018-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438 10.19053/20275137.n17.2018.7438 Historia Y Memoria; No. 17 (2018): The teaching of history ; 185-217 Historia Y Memoria; Núm. 17 (2018): Julio- Diciembre 2018. La enseñanza de la historia ; 185-217 Historia Y Memoria; No 17 (2018): L’enseignement de l’histoire; 185-217 2322-777X 2027-5137 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438/6738 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438/7389 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438/13055 Derechos de autor 2018 Historia Y MEMORIA |
| spellingShingle | history teaching emotions cognitions history play enseñanza de la historia emociones cogniciones teatro histórico Latapí Escalante, Paulina The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title | The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title_alt | El teatro histórico como ámbito educativo. Análisis de cuatro obras para conmemorar el triunfo de la República en Querétaro, México. Le théâtre historique comme espace éducatif. Analyse de quatre pièces commémoratives du triomphe de la République à Queretaro, Mexique |
| title_full | The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title_fullStr | The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title_full_unstemmed | The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title_short | The history play as an educational environment. The analysis of four plays to commemorate the triumph of the Republic in Queretaro, Mexico |
| title_sort | history play as an educational environment the analysis of four plays to commemorate the triumph of the republic in queretaro mexico |
| topic | history teaching emotions cognitions history play enseñanza de la historia emociones cogniciones teatro histórico |
| topic_facet | history teaching emotions cognitions history play enseñanza de la historia emociones cogniciones teatro histórico |
| url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7438 |
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