Navegando por Autor "MARTÍNEZ VELASCO, Miguel Ángel"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Cultura, saberes y disciplinas escolares en Iberoamérica
    (2020) ALVAREZ GALLEGO, Alejandro; BELTRÁN, Rafael Rios; MARTÍNEZ VELASCO, Miguel Ángel
    Since the beginning of the 1990s, in the Ibero-American context it is possible to recognize a series of investigations about education. It should be noted that the appearance of this concern for teaching as an object of study coincides with two milestones that have been key for the historiography of education: on the one hand, the publication of monographs 295 and 296 of the Journal of Education of the Ministry of Education. Education of Spain, which made available to the public a set of tools for the study of school subjects as a central issue to understand the relationships between school and culture (Viñao, 2006). In particular, work on the history of school disciplines (Chervel, 1991) and the history of the curriculum (Goodson, 1991) stand out. On the other hand, two years after these monographs, at the closing conference of the fifteenth ISCHE in Lisbon, Portugal, Dominique Julia (2001) raised a set of aspects around the historical study of school culture, in which it was echo of aspects also indicated in the monographs.
  • Imagem de Miniatura
    Item
    ¿Historia epistemológica de la ciencia o historia de la enseñanza de los saberes y las disciplinas escolares? : una lectura desde el saber pedagógico
    (2020) RÍOS BELTRÁN, Rafael; ZULUAGA GARCÉS, Olga Lúcia; MARTÍNEZ VELASCO, Miguel Ángel
    The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned.