La historia de Portugal en las aulas de Educación Básica. ¿Formar patriotas o educar ciudadanos?

  1. Xosé Ángel Armas Castro 1
  2. Ana Isabel Moreira 12
  3. Cristina Maia 2
  4. Jorge Conde Miguélez 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Instituto Politécnico do Porto
    info

    Instituto Politécnico do Porto

    Oporto, Portugal

    ROR https://ror.org/04988re48

Revista:
Revista electrónica interuniversitaria de formación del profesorado

ISSN: 1575-0965

Ano de publicación: 2019

Volume: 22

Número: 2

Páxinas: 67-80

Tipo: Artigo

DOI: 10.6018/REIFOP.22.2.369521 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Revista electrónica interuniversitaria de formación del profesorado

Indicadores

Citas recibidas

  • Citas en Scopus: 6 (25-01-2023)
  • Citas en Dialnet Métricas: 4 (26-01-2023)
  • Citas en Web of Science: 0 (07-02-2023)

Índice Dialnet de Revistas

  • Ano 2019
  • Factor de impacto da revista: 1,050
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 20/235

CIRC

  • Ciencias Sociais: B

Scopus CiteScore

  • Ano 2019
  • CiteScore da revista: 0.3
  • Área: Education Percentil: 16

Journal Citation Indicator (JCI)

  • Ano 2019
  • JCI da revista: 0.33
  • Cuartil maior: Q3
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q3 Posición na área: 518/723

Resumo

Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.

Información de financiamento

Este trabajo forma parte de la investigaci?n financiada por el Plan Nacional de l+D+i del MINECO (EDU2015-65621-C3-1-R) y cofinanciada con fondos FEDER de la UE.

Financiadores

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