RT info:eu-repo/semantics/doctoralThesis
T1 La enseñanza de la Historia en espacios de conflicto: el caso de la “Ocupación de la Araucanía”. Un estudio exploratorio en esta región de Chile.
A1 Montanares Vargas, Elizabeth
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación historia - Araucanía
K1 Teaching History
K1 Enseñanza de la Historia
K1 Controversial issues
K1 Temas controversiales
K1 58 Pedagogía
AB This doctoral thesis seeks to contribute to the knowledge and analysis of the way in which the teaching of a controversial subject in Araucanía (Chile) is approached, such as the process of territorial occupation of this region at the end of the 19th century. The research takes the form of a compendium of publications, based on articles published in various scientific journals of impact, whose common thread has been the analysis of how this curricular content is taught.This historical process is at the origin of the current conflict between the "Chilean State and the Mapuche people", which currently affects a significant part of the inhabitants of the Araucanía region.Each of the articles presented responds to a specific objective of the researc h carried out, addressing different aspects associated with the teaching process of the subject in question. First of all, an in-depth bibliographical review of the research carried out in different contexts on the role of history teaching in areas experiencing historical conflicts is carried out. Then, based on the findings, we analyse the role played by the Chilean curriculum in addressing the subject, particularly in the most recent programs. The third study focuses on school textbooks, which, as the main teaching resource, indirectly demonstrate the coverage and approach with which teachers deal with the subject in class.Finally, the last two investigations focus on the History, Geography and Social Sciences teachers of the region. In one of them, the teachers' beliefs about the teaching of "the Occupation of Araucanía", the value they assign to the subject and the way of approaching it, are examined. In the other, on pay attention on the evaluative practices they carry out when assessing their students' learning in relation to the occupation of the territory as a controversial topic.This compendium is accompanied by some preliminary pages on the geo- historical and educational context that frame the aforementioned research. Finally,the study closes with some conclusions that serve as a synthesis of the compendium and point out lines of research and future challenges in relation to the subject matter addressed.
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/75252
UL https://uvadoc.uva.es/handle/10324/75252
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 12-mar-2025