La narrativa colombiana de finales del siglo XX en la enseñanza-aprendizaje de la historia de la violencia urbana en Medellín en los años ochentas, en la educación básica secundaria
Cargando...
Archivos
Autores
Moreno Barragán, Jorge Alberto
Director
Tipo de contenido
Document language:
Español
Fecha
Título de la revista
ISSN de la revista
Título del volumen
Documentos PDF
Resumen
El presente ejercicio discursivo pretende analizar la relación entre historia, literatura y educación que suceden en los procesos de investigación histórica y de enseñanzaaprendizaje del pensamiento histórico. En este sentido, se propone un estudio en torno a la reflexión que se desarrolló al interior del pensamiento histórico, a partir de dos aspectos fundamentales: las fuentes de la historia y la escritura de la historia. Dicho análisis se completa con el estudio de la violencia urbana en Medellín durante la década de 1980, en lo que concierne al uso de la obra literaria como fuente histórica. De igual forma, se aborda la exploración del papel de los hechos socio-históricos en la narrativa colombiana de finales del siglo XX, a partir de un análisis preliminar, y otro de profundización, sobre la violencia urbana en Medellín en la década de 1980 a través de la narrativa colombiana de finales del siglo XX. Finalmente, se plantea una propuesta educativa que reoriente y renueve los procesos de enseñanza-aprendizaje del pensamiento histórico, demostrando que es posible si hacemos uso de la fuente narrativa, a través de escenarios de experimentación o investigación desde el aula.
Abstract. The present discursive exercise aims to analyze the relationship among history, literature and education that occurs in the process of historical research and teaching-learning of historical thought. In this sense, a study around reflection is proposed to be developed into the historical thought in two essential aspects: the sources of history and the writing of history. This analysis is concluded with the study of urban violence in Medellin during the 1980s, with respect to the use of literary work as a historical source. In the same way, the exploration of the role of socio-cultural facts in Colombian narrative at the end of twentieth century, from a preliminary analysis and another of a deepening about urban violence in Medellin in the 1980s through the Colombian narrative of the end of the twentieth century. Finally, we present an educational proposal to reorient and renew the teaching-learning processes of historical thinking, showing that it is possible if we make use of the narrative source using experimentation or research environments in the classroom.
Abstract. The present discursive exercise aims to analyze the relationship among history, literature and education that occurs in the process of historical research and teaching-learning of historical thought. In this sense, a study around reflection is proposed to be developed into the historical thought in two essential aspects: the sources of history and the writing of history. This analysis is concluded with the study of urban violence in Medellin during the 1980s, with respect to the use of literary work as a historical source. In the same way, the exploration of the role of socio-cultural facts in Colombian narrative at the end of twentieth century, from a preliminary analysis and another of a deepening about urban violence in Medellin in the 1980s through the Colombian narrative of the end of the twentieth century. Finally, we present an educational proposal to reorient and renew the teaching-learning processes of historical thinking, showing that it is possible if we make use of the narrative source using experimentation or research environments in the classroom.
Abstract
Palabras clave propuestas
Fuentes de la historia; Violencia(s) reciente(s); Violencia urbana; Narrativa Colombiana de finales del siglo XX; Criminalidad; Enseñanza de la historia; Aprendizaje de la historia; Escenarios de experimentación; Sources of history; Latest violence; Urban violence; Colombian narrative at the end of the twentieth century; Crime; History teaching; Learning of the history; Experimental environments