Conciencia histórica: interacción entre emociones y cogniciones en un paro estudiantil.
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| Title: | Conciencia histórica: interacción entre emociones y cogniciones en un paro estudiantil. |
|---|---|
| Alternate Title: | Historical consciousness, interaction between feelings and cognitiones actions in a student strike. |
| Authors: | Latapí-Escalante, Paulina1 paulina.latapi@uaq.mx |
| Source: | Educación y Humanismo. jul-dic2024, Vol. 26 Issue 47, p153-175. 23p. |
| Subject Terms: | *Student strikes, *History education, *Teaching guides, *History students, *Emotions |
| Abstract (English): | The state of the art on recent Mexican student movements reported the lack of research that combine the historiographical and the educational perspectives. Objective: analyze a student strike in relation to historical consciousness and cognitions-emotions. Methodology: educational ethnography, according to Rockwell's approach (interpretative memory), complemented with the Grounded Theory in the Charmaz approach (subjectivation). Oral (8), written (19), and visual (23) narratives of the students of the Faculty of Philosophy of the Autonomous University of Querétaro (UAQ), Mexico, were analyzed. Results: the predominant cognitions identified were: conceiving themselves as historical subjects in the history of student movements within individual and collective identities transformed. The predominant emotions and feelings were: fear, insecurity, disappointment, sense of brotherhood and uncertainty, which served as gears of thoughts and as engines of actions. Conclusions: historical consciousness was developed outside the classroom, the conception of time was comparative, from the present they looked at the past and thougth on a future possible. That transformed their individual and collective identities. Therefore, a need for research on emotionality in the teaching of history as a guide for actions was identified. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El estado de la cuestión sobre movimientos estudiantiles mexicanos recientes reportó la ausencia de estudios que conjugaran la perspectiva historiográfica con la educativa. Objetivo: analizar un paro estudiantil en relación con la conciencia histórica y las cogniciones-emociones. Metodología: etnografía educativa, según el enfoque de Rockwell (memoria interpretativa), complementada con la Teoría Fundamentada en la vertiente de Charmaz (subjetivación). Se analizaron narrativas orales (8), escritas (19), y visuales (23), del estudiantado parista de la Facultad de Filosofía de la Universidad Autónoma de Querétaro (UAQ), México. Resultados: las cogniciones preponderantes identificadas fueron: concebirse como sujetos históricos en el devenir de las luchas estudiantiles y con identidades individuales y colectivas transformadas por el paro. Las emociones y sentimientos preponderantes fueron: miedo, inseguridad, decepción, sentido de hermandad e incertidumbre, que fungieron como engranajes de los pensamientos y como motores de las acciones. Conclusiones: la conciencia histórica se desarrolló fuera de las aulas, la concepción del tiempo fue comparativa, desde el presente se miró al pasado y se reparó en un futuro posible, lo cual transformó las identidades individuales y colectivas. De lo anterior, deriva la necesidad de realizar investigaciones sobre emocionalidad en la enseñanza de la historia como orientadora de acciones. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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