Colombia's social and political conflict in primary school textbooks on social sciences: narrative and historical representation (2003-2013).

Autor/inn/en	Gómez Mendoza, Miguel Angel; Gómez, Luisa Fernanda Duque; Alzate Piedrahita, María Victoria
Titel	Colombia's social and political conflict in primary school textbooks on social sciences: narrative and historical representation (2003-2013).
Quelle	Aus: Bagoly-Simó, Péter (Hrsg.); Sikorová, Zuzana (Hrsg.): Textbooks and educational media: perspectives from subject education. Proceedings of the 13th IARTEM conference 2015, Berlin. Cham: Springer (2021) S. 23-34Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-030-80345-2
Schlagwörter	Grundschule; Sozialer Konflikt; Schulbuch; Geschichte (Histor); Geschichtsbild; Politischer Konflikt; Sozialwissenschaften; Kolumbien
Abstract	This chapter presents the way social science textbooks for grades 3-5 introduce the didactic transposition of the social and political conflict that characterizes the Colombian society. Qualitative analysis served to evaluate textbooks published between 2003-2013. The first step consisted of the review and analytical study of a specialized document corpus on the Colombian 'conflict'. The second step focused on the evaluation of the textbooks. Lastly, step three consisted of hermeneutical content analysis to map frequency and meaning connotations. This chapter specifically aims to present a state of the art on the conflict in Colombia through the review of a specialized corpus on a set of studies conducted by different Foundations (NGOs), reports on the conflict published by the National Center of Historical Memory and three reports on violence and conflict in Colombia, in order to establish a categorization of the historical, political, economic, and cultural items of the so-called Colombian 'conflict'. This is all related to the knowledge that is going to be taught using Colombian school textbooks on social sciences, which were taken as a reference of the process of didactic transposition.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1