Rural Democracy in the Classroom: Ideology, Debate, and Current Questioning of Social Studies
Guardado en:
| Autor: | |
|---|---|
| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2020 |
| Descripción: | This essay seeks to demonstrate that the ideological role of the teaching of Social Studies is not new despite having been presented as such in 2018 by the media and the political class. In order to do so, first, the topics of ideology, hegemony, and education will be touched on to establish some theoretical elements that can help understand this relationship. Next, this paper will show that, since its inception as a school subject, Social Studies markedly emphasized national history and the democratic values associated with a colonial, independent past, supposedly characterized by consensus and equality. Then, some study programs for this subject subsequent to 1970 are revisited in order to show the ideological load that the state assigned to this subject. Finally, this essay seeks to put forward that the debate on the ideological role of Social Studies emerged in a historic moment in which professionals in education have taken on critical pedagogy as their main dissent tool. |
| País: | Portal de Revistas UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/14716 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/14716 |
| Palabra clave: | Costa Rica educación Estudios Sociales ideología pedagogía crítica Social Studies education ideology critical pedagogy |