Planteamientos teóricos formulados para innnovar la geografía escolar durante el siglo XX
Theoretical approaches formulated to innovate school geography during the twentieth century
| dc.creator | Santiago Rivera, José Armando | |
| dc.date | 2022-03-07T12:37:42Z | |
| dc.date | 2022-03-07T12:37:42Z | |
| dc.date | 2022-03-07 | |
| dc.date.accessioned | 2022-11-17T00:16:20Z | |
| dc.date.available | 2022-11-17T00:16:20Z | |
| dc.identifier | ISSN: 1690-3544 | |
| dc.identifier | http://www.saber.ula.ve/handle/123456789/47863 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/5208999 | |
| dc.description | El propósito es analizar los planteamientos teóricos formulados por expertos investigadores como contribuciones para innovar la geografía escolar, durante el siglo XX, con aportes disciplinares y pedagógicos pertinentes en mejorar su calidad formativa, acorde con el momento histórico. El problema surgió de la vigencia de fundamentos decimonónicos, cuya labor pedagógica y didáctica discrepó de la realidad del siglo XX. Eso determinó revisar bibliografía y reflexionar sobre la renovación de la geografía escolar y los planteamientos teóricos innovadores en la enseñanza geográfica. Concluye al promover el cambio de la finalidad educativa, el estudio de la comunidad, la aplicación de renovadas epistemes, el ejercicio de la investigación como opción para reconstruir los cambios geohistóricos y contribuir a formar en los ciudadanos la conciencia crítica, creativa y constructiva. | |
| dc.description | The purpose is to analyze the theoretical approaches formulated by research experts as contributions to innovate school geography during the twentieth century, with pertinent disciplinary and pedagogical contributions in improving its formative quality, in accordance with the historical moment. The problem arose from the validity of nineteenth-century foundations, whose pedagogical and didactic work disagreed with the reality of the twentieth century. This led to a revision of the bibliography and reflection on the renewal of school geography and the innovative theoretical approaches in geographical education. It concludes by promoting the change of the educational purpose, the study of the community, the application of renewed episteme, the exercise of research as an option to reconstruct the geohistorical changes and contribute to forming in the citizens the critical, creative and constructive conscience. | |
| dc.description | 37-48 | |
| dc.description | jasantiar@yahoo.com | |
| dc.description | asantia@ula.ve | |
| dc.description | Anual | |
| dc.description | http://www.saber.ula.ve/heuristica/ | |
| dc.format | application/pdf | |
| dc.language | es | |
| dc.publisher | SaberULA | |
| dc.publisher | Venezuela | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | http://creativecommons.org/licenses/by-nc-sa/3.0/ve/ | |
| dc.subject | Planteamientos teóricos | |
| dc.subject | Geografía escolar | |
| dc.subject | Siglo XX | |
| dc.subject | Universidad de Los Andes | |
| dc.subject | Theoretical approaches | |
| dc.subject | School geography | |
| dc.subject | XX century | |
| dc.subject | Heurística: Artículos | |
| dc.subject | Artículos | |
| dc.title | Planteamientos teóricos formulados para innnovar la geografía escolar durante el siglo XX | |
| dc.title | Theoretical approaches formulated to innovate school geography during the twentieth century | |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | Texto |