La democracia rural en el aula: ideología, debate y cuestionamiento actual de los estudios sociales
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| Autor: | |
|---|---|
| Formato: | artículo |
| 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 estab-lish 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 So-cial Studies emerged in a historic moment in which pro-fessionals in education have taken on critical pedagogy as their main dissent tool. |
| País: | Repositorio UNA |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Repositorio UNA |
| Lenguaje: | Español |
| OAI Identifier: | oai:null:11056/19955 |
| Acceso en línea: | http://hdl.handle.net/11056/19955 https://doi.org/10.15359/rep.15-2.3 |
| Palabra clave: | EDUCACION ESTUDIOS SOCIALES IDEOLOGÍAS PEDAGOGÍA CRÍTICA COSTA RICA EDUCATION SOCIAL STUDIES IDEOLOGIES CRITICAL PEDAGOGY |