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History and Social Science Texbook INTERNATIONAL SEMINAR HISTORY AND SOCIAL SCIENCE TEXBOOK Santiago de Chile 2008 SANTIAGO DE CHILE 2008 HISTORY AND SOCIAL SCIENCE TEXBOOK HISTORY INTERNATIONAL SEMINAR INTERNATIONAL INTERNATIONAL SEMINAR HISTORY AND SOCIAL SCIENCES TEXBOOK Santiago de Chile, 2008 INTERNATIONAL SEMINAR HISTORY AND SOCIAL SCIENCES TEXBOOK Santiago de Chile, 2008 © 2009, MINISTERIO DE EDUCACIÓN Inscripción Nº 183029, Santiago de Chile. Derechos de edición reservados para todos los países por © MINISTERIO DE EDUCACIÓN DE CHILE Alameda 1371 Santiago de Chile www.mineduc.cl www.textosescolares.cl Ninguna parte de este libro, incluido el diseño de la portada, puede ser reproducida, transmitida o almacenada, sea por procedimientos mecánicos, ópticos, químicos o electrónicos, incluidas las fotocopias, sin permiso escrito del editor. ISBN Se terminó de editar esta edición inglesa en diciembre de 2009. Textos Escolares, Unidad de Currículum y Evaluación, Ministerio de Educación Diseño y Diagramación www.laboratoriodemarketing.cl Traducción al inglés Moyra Ramírez Texto compuesto en tipografía MetaPlus 9/14 IMPRESO EN CHILE / PRINTED IN CHILE PRESENTATION The School Textbook Division from the Chilean Ministry of Education has carried out experience-sharing instances and reflection processes oriented to improve the quality of textbooks, adapting them to new learning strategies, to the demands of the school system as well as to the state-of-the-art in research in education worldwide. Since the successful First international Seminar on school textbooks- SITE 2006, the Textbook Division has decided to keep on with these initiatives that feedback Public Politicies in relation to the provision of textbooks and the development of academic competences. Along the same lines, the International Seminar on History and Social Science Textbooks took place in November 2008; forty outstanding Chilean and foreign experts lectured in conferences and panels full of enthusiastic audiences. This experience allowed the exchange of studies and researches among those who work in the didactic of social sciences and/or are involved in the area of history and social sciences textbooks, both nationally and internationally, and contribute to their quality concerning the didactic design and the treatment of their contents, considering new approaches in relation to historicity and spatiality of the social phenomena. Diversity and richness of the works that dealt with the key topics of the Seminar –didactic of history and social sciences in textbooks; new approaches to the didactic of history, geography and other social scien- ces and its application to school textbooks; analysis of contents in history and social science textbooks and the formation of citizens through these textbooks– also favored the exchange of experiences and orientations in relevant topics such as historical memory and construction of local identities, national and global, cultural and social diversity: multiculturalism and cultural pluralism. In this way we have been able to put forward the discussion about the importance and the real value of history and social sciences textbooks in the formation of our students as citizens, comparing the Chilean experiences to those of other countries. The publication of the works exposed in the Seminar, expresses the commitment of the Ministry of Education to the development of textbooks as an important pedagogical resource. At the same time, it is an invitation to the academic community, especially in the area of Education and Social Sciences, to develop competences and increase the existing capacities in the production, use, training and research on school textbooks. Ana María Jiménez Saldaña Head School Textbook Division Curriculum and Evaluation Unit Ministry of Education - Chile Santiago, August 2009 CONTENTS Conferencies Contributors ................................................................................................................................. 10 History School Textbooks as a Means of Reconciliation? Some Remarks on Bilateral Textbooks and “Common Histories” Simone Lässig .............................................................................................................................. 11 Social science, geography and history textbooks and the development of civic competences Joan Pagès Blanch ....................................................................................................................... 24 The Idea of Nation in Argentinean History Textbooks in 20th Century Luis Alberto Romero ................................................................................................................... 54 National Identity and Teaching of Historic Texts: An Explanatory Hypothesis Mario Carretero ......................................................................................................................... 67 CLosing conference. Final comments Pedro Milos Hurtado .................................................................................................................. 74 Tema 1 New disciplinary approaches in history, geography and other social sciences, and its treatment in textbooks Contributors .................................................................................................................................82 New approaches for a sustainable geographic education in history and social science textbooks Fabián Araya Palacios.................................................................................................................. 83 The difficult dialogue between history textbooks and advances in historiography Jaeme Luiz Callai .......................................................................................................................... 99 New history and its application on textbooks Alicia Zamorano V. and Gabriel Villalón G. ............................................................................. 106 How do history school textbooks reflect historical research? Some findings from Germany Karl Heinrich Pohl .................................................................................................................... 113 Tema 2 History and social sciences didactics in textbooks Contributors ............................................................................................................................... 120 Working with sources and the development of critical thinking Augusta Valle Taiman ................................................................................................................ 121 Textbooks: their use in history teaching Liliana Isabel Bravo Pemjean .................................................................................................... 142 Geography textbooks in the learning context Helena Copetti Callai ................................................................................................................ 152 Critical historiographic method: a textbook learning strategy in the classroom Social and Educational Studies La Chimba .............................................................................. 162 Uses of Colombian primary education social science textbooks (1991-2006): functions of activities María Victoria Alzate Piedrahita and Miguel Ángel Gómez Mendoza ................................... 176 An approximation to the didactic approach of emblematic textbooks in History of Chile teaching during the second half of the 20th century Renato Gazmuri Stein ............................................................................................................... 197 Tema 3 Citizenship in History and Social Sciences textbooks Contributors ............................................................................................................................... 210 Democracy and citizenship represented in Venezuelan primary school textbooks Carmen Arteaga ........................................................................................................................ 211 From Revolution to citizenship: theory and practice of the teaching of the french revolution Jean-François Dunyach .............................................................................................................. 226 Teaching ethical and civic education in Argentina as of the comeback of democracy: the case of the inclusion of human rights in ethical and civic education books María Cecilia Alegre ................................................................................................................. 231 Conceptions of citizenship in Chile through history and social science textbooks (c.1880-c.1930) Pablo Toro Blanco ..................................................................................................................... 240 The curricular reform in civic education in Costa Rica What type of textbook should be produced for this new study programme? Marcela Piedra .......................................................................................................................... 253 Tema 4 The idea of nation/state in History and Social Sciences textbooks Contributors ...............................................................................................................................272 Textbooks and published historic consciousness on the occupation of the araucanía Andrea Riedemann ..................................................................................................................... 273 The nation’s fulcrum: Changes in the articulating axis of the imaginary
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