Thinking about cases of genocidal social practices to form citizenship that defends human rights. Contributions from geographic education
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| Auteur: | |
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| Format: | artículo original |
| Statut: | Versión publicada |
| Date de publication: | 2024 |
| Description: | This paper presents reflections on the approach in secondary education to cases of genocidal practices at different geographical scales. In Argentina, the teaching of the social sciences and geography is necessarily articulated with the Education and Memory Program (2006). However, the current reality challenges us in the exercise of teaching with conflicts that are not explicit in the curriculum. The genocides that occurred in the 20th century and in the present are a territorial problem and, therefore, commit geographic researchers and teachers to approach them from a multidimensional perspective. The role of teachers as creators of emerging agendas is considered key to decolonize the hegemonic curriculum and current editorial proposals and in the formation of citizenship. |
| Pays: | Portal de Revistas UNA |
| Institution: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Langue: | Español Inglés Portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/20329 |
| Accès en ligne: | https://www.revistas.una.ac.cr/index.php/perspectivas/article/view/20329 |
| Mots-clés: | Geography teaching memory genocidal practices Human Rights Social Studies Geografía enseñanza memoria prácticas genocidas Derechos Humanos Estudios Sociales Estudos Sociais |