Arbor, Vol 194, No 788 (2018)

Debates sobre enseñanza de la historia: identidad canadiense, pensamiento histórico y conciencia histórica


https://doi.org/10.3989/arbor.2018.788n2001

Penney Clark
University of British Columbia, Canadá
orcid http://orcid.org/0000-0002-7735-681X

Resumen


Este artículo profundiza en los debates históricos y actuales en Canadá sobre la historia nacional y la enseñanza de la historia en el complicado escenario de trece jurisdicciones educativas de Canadá. En este trabajo se analizan los debates sobre los contenidos en la enseñanza de la historia y en los libros de texto, así como los enfoques en la escuela. Se analizan las formas en que un enfoque de pensamiento histórico está consolidándose en todo el país en el período actual, con una mayor atención a la investigación en la enseñanza de la historia y su difusión y su mayor presencia en los planes provinciales. Se considera el papel del gobierno federal en estos cambios, las organizaciones privadas sin fines de lucro, y los proyectos financiados por el gobierno nacional, tales como el Historical Thinking Project y The History Education Network.

Palabras clave


Identidad nacional canadiense; conceptos de pensamiento histórico; debates educativos sobre historia; conciencia histórica

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