¿Qué llega de la historiografía académica a la historiografía escolar?. Una exploración en torno a la temática de la última dictadura en la escuela secundaria
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Historia
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Este trabajo se interroga sobre los diálogos entre historiografía académica y escolar en torno al abordaje de la última dictadura. A través del análisis de diseños curriculares vigentes, libros escolares y otros materiales didácticos de reciente edición explora las perspectivas de abordaje, los conceptos adoptados, así como las referencias académicas más recurrentes. En conjunto, muestra que la historiografía escolar se relaciona en grados variables de convergencias y distancias con el mundo académico por causa de los límites, intencionalidades, tiempos y lógicas que las diferencian y las aproximan. Además, el trabajo indica que, por un lado, la historiografía escolar utiliza ciertas perspectivas y estabiliza algunas referencias del mundo académico y, por otro, no presenta una conceptualización unívoca aun cuando expone un sólido consenso de condena a la última dictadura.
This work asks about the dialogues between academic and school historiography around the approach of the last dictatorship. Through the analysis of current curricular designs, school books and other recently published teaching materials, she explores the approach perspectives, the concepts adopted as well as the most recurring academic references. Overall, it shows that school historiography is related to varying degrees of convergence and distance with the academic world due to the limits, intentions, times and logics that differentiate and approximate them. In addition, the work indicates that, on the one hand, school historiography uses certain perspectives and stabilizes some references from the academic world and, on the other, it does not present a univocal conceptualization even though it exposes a solid consensus of condemnation of the last dictatorship.
This work asks about the dialogues between academic and school historiography around the approach of the last dictatorship. Through the analysis of current curricular designs, school books and other recently published teaching materials, she explores the approach perspectives, the concepts adopted as well as the most recurring academic references. Overall, it shows that school historiography is related to varying degrees of convergence and distance with the academic world due to the limits, intentions, times and logics that differentiate and approximate them. In addition, the work indicates that, on the one hand, school historiography uses certain perspectives and stabilizes some references from the academic world and, on the other, it does not present a univocal conceptualization even though it exposes a solid consensus of condemnation of the last dictatorship.
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