THEORETICAL AND METHODOLOGICAL RELATIONS UNDERLYING THE STUDY OF SOCIAL MARGINALITY AND THE DIDACTICS OF HISTORY FROM AN ANTHROPOLOGICAL PERSPECTIVE
Keywords:
I rehearse, Didactics of the History, Social marginality, Anthropology.Abstract
The present rehearsal looks for the reflection on the underlying theoretical and methodological relationships in the study of the social marginality, as a content of interest for the didactics of the History, it is contributed a group of ideas, trials and regularities of didactic nature that help to understand the phenomenon study object inside the process of teaching-learning of the History, from an anthropological look, they are also captured a group of learning strategies that you/they favor the study and understanding of this social phenomenon. The teaching of the History has not kept in mind the topic of the marginality, for what is not taken advantage of in a coherent way in function of an education for the life, for the professors don't have a theoretical and methodological tool that allows them the necessary preparation to be able to make opportune decisions related with its didactic activity, what was reflected in the learning of the students that you/they already claim new knowledge that facilitate them consciously the social processes that are revealed in its means.
References
Álvarez, R. M. (1997). Hacia un currículum integral y contextualizado. Tegucigalpa: Editorial Universitaria.
Castellanos, D. et al. (2001). Aprender y Enseñar en la escuela. La Habana: Editorial Pueblo y Educación.
Silvestre, M. (2002). Aprendizaje, educación y desarrollo. La Habana: Editorial Pueblo y Educación.
Zarzal, C. (1995). Didáctica Grupal. La Habana: Editorial Pueblo y Educación.
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