O ENSINO DE GEOGRAFIA E HISTÓRIA EM UMA PERSPECTIVA INTERCULTURAL
This paper aims to present a proposal for the teaching of Geography and History from an intercultural perspective, which promotes a dialogue between different types of knowledge, recognizing the limits and borders that exist between mythologies and sciences. It...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN ES PT |
| Publicado: |
Nepan editor
2017
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| Materias: | |
| Acceso en línea: | https://doi.org/10.29327/216343.5.1-11 https://doaj.org/article/9fb20765857a40aeb4631c491fdda382 |
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| Sumario: | This paper aims to present a proposal for the teaching of Geography and History from an intercultural perspective, which promotes a dialogue between different types of knowledge, recognizing the limits and borders that exist between mythologies and sciences. It is the result of bibliographical and documentary research, that takes the theoretical-methodological proposals formulated by Claval (2006), Hall (2003), Santos (2007) and others as a starting point, and seeks to analyze the importance of questioning the hegemony of scientific thought in the construction of a less ethnocentric model of teaching humanities. The research offers a brief literature review on the debate about cultural plurality in the curricula of Basic Education, and seeks to reflect on the possibility to give different meanings and versions to events, and on how these are historically produced, as opposed to being repositories of single truths. The narratives of oral tradition can dialogue with the sciences in classes of Geography and History attentive to the ethno-cognitions and the epistemic diversity of historical and socio-spatial knowledge. |
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