Relato del conflicto armado colombiano en los textos de ciencias sociales.
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| Title: | Relato del conflicto armado colombiano en los textos de ciencias sociales. |
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| Alternate Title: | Narrative of the Colombian armed conflict in social science school textbooks. |
| Authors: | Bernal Ramírez, Gloria Esperanza1 gebernal@javeriana.edu.co, Inés Cuervo, Clara1, Cuesta Moreno, Óscar Julián1, Bolívar-Castañeda, Alejandra1 |
| Source: | Educación y Humanismo. ene-jun2024, Vol. 26 Issue 46, p153-180. 28p. |
| Subject Terms: | *Critical thinking, *Ninth grade (Education), War, Collective representation, Judgment sampling |
| Abstract (English): | The characterization of school texts as semiotic devices is presented as a valuable object of analysis to identify social representations, pedagogical intentions and conceptions about the discourse, in the case of this research, of the teaching of Colombian history. Objective: to characterize the way in which the Colombian armed conflict is narrated in a purposive sample of ninth grade social science textbooks. Methodology: from a qualitative approach, a multimodal analysis of eleven textbooks was carried out. Texts, images and other semiotic modes were analyzed separately; then the resulting intersemiosis was recognized and subsequently the ideological dimension was analyzed. Results: recurrences related to the recontextualization of primary discourses in school texts and to the representation of the different actors associated with the Colombian armed conflict (State, victims, civilian population) were identified. These findings are explained in light of considerations on discourse and pedagogical mediations. Conclusions: recommendations were constructed to complexify the pedagogical discourse of history and encourage critical reflection oriented towards the construction of a country in peace and with social justice. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La caracterización de los textos escolares como artefactos semióticos se presenta como un objeto de análisis valioso para identificar representaciones sociales, intencionalidades pedagógicas y concepciones sobre el discurso, en el caso de esta investigación, de la enseñanza de la historia colombiana. Objetivo: caracterizar el modo como se relata el conflicto armado colombiano en una muestra intencional de textos escolares de ciencias sociales de noveno grado. Metodología: desde un enfoque cualitativo, se realizó el análisis multimodal de once textos escolares. Se analizaron de manera separada textos, imágenes y otros modos semióticos; luego se reconoció la intersemiosis resultante y posteriormente se realizó la observación de la dimensión ideológica. Se caracterizó el género y el registro que predomina en estos textos escolares. Resultados: se identificaron recurrencias relacionadas con la recontextualización de discursos primarios en los textos escolares y con la representación de los diferentes actores asociados al conflicto armado colombiano (Estado, victimas, población civil). Se explican estos hallazgos a la luz de consideraciones sobre el discurso y las mediaciones pedagógicas. Conclusiones: se construyeron recomendaciones para complejizar el discurso pedagógico de la historia y fomentar la reflexión crítica orientada hacia la construcción de un país en paz y con justicia social. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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