Make A Chilli Pepper Costume

29 THE CHILD AND THE CONSTRUCTION OF CONCEPTS SOCIAL GROUP

RESPONSE TO READING APPROACHES DISCUSSED IN THE TEACHING-LEARNING OF HISTORY (55-59)

VII READING: TEACHING-LEARNING OF HISTORY
EDUCATION	Teaching means, intended to convey, to propose something, to build up knowledge and ideologize others.
WHAT CONSTITUTES THE TEACHING OF HISTORY	Facing: events, events, historical facts, processes or long-term historical narratives or discourses explanatory exploits, biographies, Etc. In short deal with the matter of history.
STRATEGY HAS BEEN USED IN THE TEACHING OF HISTORY	Saving content, dates, accomplishments, outstanding character, underline, outline, etc.
WHY SAYS HISTORY IS A COURSE ASSOCIATED TO THE STATE?	history as a subject is linked to the state, as it uses the school as a education, to promote and strengthen their own project of society through the cultivation of so-called national history or national history.
HOW IS DESIGNED HISTORIC CONTENT IN THE CURRICULUM?	The historical content in the curriculum of basic education is designed in several blocks of knowledge that are articulated just because chronological order that has no criterion of periodization account of changes in Mexican society has suffered or continuity of some of the processes.
WHY It presented a chronological treatment?	chronological treatment presents the structure of the program responds to a writing of history and accepted practice by all historians who write under the aegis of power.
DESCRIBES THE HISTORY positivist conception.	cutting is traditional and gives more weight to the repetition information (just as data), the subject is receptive based on rote practice of rigid concepts. It is a low count of absolute truths of fact.
SAYS REFORMS THAT ARE MADE IN MEXICO.	The reform of the seventies it was felt more in a model of social knowledge that was inclusive to other social sciences and the 1984 is structured according to the importance and impact of agriculture in developing societies.
WHAT YOU SHOULD DO THE TEACHERS TO TEACH HISTORY?	must change their conception of history teaching generating initiatives that will only happen as a result of a critical and systematic reflection of the various aspects that are woven into the teaching of history.