Clío & Asociados. La historia enseñada. ISSN: 2362-3063

Prólogo

Mariela Coudannes — Wed, 18 Dec 2024 00:00:00 +0000

Ripoll Gil, Elisabeth (2021). La Memòria Democràtica a les aules. Lleonard Muntaner. 102 págs. ISBN: 978-84-18758-09-6

Juan María González de la Rosa — Wed, 18 Dec 2024 00:00:00 +0000

Massone, Marisa y Akselrad, Betina (2023). Justicia por armar. Punto de Encuentro. 40 págs. ISBN: 978-987-4465-94-8

Pierina Garofalo — Wed, 18 Dec 2024 00:00:00 +0000

The 'national past' in the training of History teachers in the province of Buenos Aires. An approach from Curriculum Design

Natalia Carolina Wiurnos, Matías Alberto Bidone — Wed, 18 Dec 2024 00:00:00 +0000

In this article, we analyze the new study plan of the History Teachers of the province of Buenos Aires (effective as of 2022). On the one hand, we wonder about the articulation and dialogue that the new curricula maintains with the renewed theoretical and historiographic perspectives present in the secondary’s Curricular Designs and, on the other, what is the treatment and place that some themes or topics occupy in teacher training. Contents that appear traditionally linked to the “national past” and, for a long time, were central in the identity and citizen definition that the educational system pursued. In addition, in order to enrich the approach of the new curricular document, we draw some comparisons between it and the old Curricular Design (1999) for the training of teachers in History.

The use of ChatGPT in Social Sciences Education

María Constanza Do Santos — Wed, 18 Dec 2024 00:00:00 +0000

In recent years, artificial intelligence has deeply transformed various aspects of life, and education is no exception. Globally, teachers face the challenge of integrating tools like chatbots, specifically ChatGPT, into the teaching-learning process. These programs, capable of generating quick and accurate responses, provide a significant advantage for students by saving time in the search and analysis of information. However, this ease also presents challenges for educators, who must rethink their pedagogical strategies to avoid being supplanted by these technologies. This paper aims to analyze how artificial intelligence can be an ally in Social Sciences education at the secondary level, exploring both its benefits and limitations. Through concrete examples, it demonstrates how AI can diversify and enrich pedagogical approaches, transforming the way topics are addressed in the classroom.