La fotografía documental como estrategia pedagógica en el proceso de enseñanza y aprendizaje de la historia regional de San Juan-Argentina en estudiantes de sexto año de la educación secundaria (1923-1934)
The actual research started from the need to rescue iconic connecting bonds from the past and the recovery of a valuable aspect belonging to the historical provincial heritage. The History looks for re-establishing the tracking of the events that make up the collective memory of towns and nations. T...
I tiakina i:
| Kaituhi matua: | |
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| Ētahi atu kaituhi: | |
| Hōputu: | info:eu-repo/semantics/doctoralThesis |
| Reo: | Spanish / Castilian |
| I whakaputaina: |
Universidad Católica de Cuyo. Facultad de Eduación.
2025
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| Ngā marau: | |
| Urunga tuihono: | http://hdl.handle.net/20.500.14811/43 |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| Whakarāpopototanga: | The actual research started from the need to rescue iconic connecting bonds from the past and the recovery of a valuable aspect belonging to the historical provincial heritage. The History looks for re-establishing the tracking of the events that make up the collective memory of towns and nations.
The documentary photography from San Juan became itself into an extremely valuable study object because, from all the fixed representation means, it is the one that offered the greatest analogy with reality. There, it is where its strength and potentiality had its origins for this thesis. The research developed a classroom proposal with sixth-year students in secondary school, in which a pedagogical strategy of documentary photography as an educational resource/aid for the regional History was used, and with a communicative-educating Latin American perspective. The historical period belonging to the “Cantonista” era (populist movement) from 1923 to 1934 was studied. They were part of three governmental periods. This pedagogical strategy let the researchers confirm the value of the documentary photography image that laid in its representation quality of reality, and in the possibility of its reading and rewriting. That fact implied the analysis of messages that, as in the text reading, could give a new meaning to multiple and particular interpretations for its purpose, mainly critical and thoughtful. |
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