Search

Gender and women's studies have become more visible in recent years. A tangible advance not only in academic terms, but also at a social and educational level. Although these issues have gained notoriety in our country, we note that this does not affect the same intensity in the educational field. At secondary level, these issues enter preferably from the hand of the Comprehensive Sexual Education Law (Law No. 26,150) although this does not happen systematically. We ask ourselves then about the History that is taught not only in high school, but also at University. Within this framework, we promptly inquire into the entry of these issues within the History Teachers Program at the National University of La Plata. In sum, this is a paper that tries to question which historical subjects regain voice in the teaching of university History and at the same time it presents the curriculum as a cultural, historical and gendered device. [ABSTRACT FROM AUTHOR]

This paper discusses pre-service teacher training in Chile from a critical perspective related to the historical transformation in which it takes place. This analysis was based on an institutional framework which allowed it to expand in a steady and consistent way. The consolidation scene of this process was altered by the emergence of the military government, which introduced a new structure supported by an economic model that led to an exacerbated enrollment expansion and brought about deregulation and low quality. This situation, despite the efforts of recent governments, has not been reversed yet. [ABSTRACT FROM AUTHOR]

This paper has the purpose of contributing evidence about the complexity to which the schools and the teaching staff have to afford when they have to deal with the changes of Information and Communication Technologies (ICT) and their educational use. We begin with the presentation of the investigation from which this text comes and argue that the professional histories of life constitute important evidence to understand what is happening at schools. Then, we focus on the situation of the ICT in education. All the teachers who participate in this investigation, except one, said that ICT were the cause of transformations and important changes for education and also an object of personal and professional questions and reflection, whether they were used in the classroom or not. That is why we studied this topic from three different angles. In the first place, we briefly referred to how the ICT ate changing the way in which people relate with information and how they place themselves in front of learning; to face difficulties of education systems and start using ICT oriented to get ah improvement of school and the learning process of students and teachers. Finally, and before the conclusions, we take some extracts of the professional lives of eleven teachers that offer their corporized experience in relation with the ICT. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the similarities in terms of historical conceptions between Hannah Arendt and Arthur Danto. On the basis of those similarities, and m view of the fact that the works of Arendt related to this subject were published before those of Dante- middle and late 50s- we will try to show how this authoress anticipated, m a certain way, the general approach of historical narrativism that began with Dante's publication in 1965 of his book Filosofia analítica de la historia en We also consider that, unlike Dante. Arendt deals not only with the epistemological issues of History but also with the relationship between History and Politics This particular aspect in Arendt's approach, that we will call the political dimension of History, plays a key role In the strengthening o1 the public sphere [ABSTRACT FROM AUTHOR]