Social Science Teaching

Professors: Rebecca Lemos Igreja (Flacso Brasil and Universidade de Brasília, Brazil), Odile Hoffmann (IRD/França and CIESAS/Mexico) and Camilo Negri (Flacso Brasil and Universidade de Brasília, Brazil)

Summary: In this seminar we will address the teaching of social sciences from an approach that is not "done", or rather, from the discussion on the role of social sciences and two social scientists in the interpretation of reality and in the search for solutions to new contemporary problems. Um ensino que tem as a center of research experiences, a discussion on the production of critical thinking and the construction of social categories in an articulated manner with the historical, sociocultural and economic context in which they are produced. Let's go longer and propose as part of the seminar a reflection on the possibilities of the labor market and the opportunities for intervention in society for social scientists. The purpose of thinking or "doing" the social sciences in Latin America, from different disciplines, such as anthropology, sociology, political science, directing, geography, among others, tracing contributions of researchers who have reflected on the subject, always in connection with the academy, or technical world, of research and of national and international ensino.

We will address, first and briefly, the phenomena of internationalization of social sciences, questioning the role of Latin American social sciences in the world, the spaces of action and intervention and the forms of scientific evaluation. We will also discuss measures of academic productivity and scientific ethics. We will continue with a reflection on the way in which the positions of dominance and asymmetry are treated among the actors involved in a research, including in a more global political and academic context. These constructions affect the methodology, the content, the results and the evaluations of the investigations. The objective is to make this reflection based on concrete situations, case studies, questioning research methodologies and techniques. Finally, the seminar will seek to discuss the selection and construction of social categories. The idea is to think from research experiences, how social scientists reflect on the categories they use, how these evolve in function of two topics and contexts of research and development of public policies.

Professors: Isabelino Siede (National University of La Plata, Argentina)

Summary: The purpose of training for citizenship has been present in American educational systems since their founding mandates, once all schooling was intended as a means of preparation for the exercise of popular sovereignty, with the limitations that it implies in each context. This long presence in the school curriculum coexists, however, with little development of didactic criteria to account for this specific object of instruction. As the 21st century advances, it becomes necessary to review what it means to educate for citizens and what tools are used for such. In this seminar, we are interested in reviewing some two curricular debates on education for citizens and suggesting some teaching methodological alternatives.

In the context of a social order that demands fidelity, coesão and sujeição à law, educating for freedom is, at first glance, impossible. This justifies the questions that we repeatedly ask ourselves from an emancipatory perspective: how do you educate a free subject? How is a critical city educated? Can school be taught and be free, being an institution sent by the logic of the State? We are convinced that knowledge can be a tool of freedom, but there are educational approaches that favor this quality and others that do not. Understanding teaching as a space for cultural provocation means that the classroom is a field of questions, disagreements, discussions and collective constructions, where each person feels invited to re-create the fundamentals of life in society.

Professors: Darío Pulfer (Universidade Pedagógica, Argentina) and Nicolás Arata (CLACSO)

Summary: This seminar updates the problem of using sources and accessing information trusted for use in the classroom. One of the characteristics that distinguishes contemporary societies in the Internet era is the availability of information. This availability does not have direct correspondence with the use and appropriation of two materials by different users, mainly teachers. The objective of this seminar is to make available and present a set of available resources in digital repositories to think about them in terms of a work of cultural transmission at scale, not to take advantage of available resources that enrich the living space of users and pedagogical opportunities for schools, libraries, museums, media, centers culturalis.

Summary: Geography is present in the school curriculum as part of the training process for girls, boys and young people. For a long time, your teaching has been linked to the consolidation of two National Territorial States from the learning of the characteristics of physical and human geography of various natural regions. This “traditional” approach uses outdated materials and generates short-term mechanical teaching-learning processes, over the nearest context of two years and gives the complexity of contemporary social reality. Currently these perspectives are questioned for the construction of a pedagogy and a critical geography that seeks to transform the reality of girls, boys and young people on different scales, based on many everyday circumstances. This seminar addresses the emergence of critical pedagogy in Latin America, together with the origin of a critical thought of geography, which is nourished from this side of the continent as post-colonial, decolonial, Marxist and anarchist thought concerned with the social differences expressed in social classes, sexual diversity, and the question of climatic changes, or directly to city, nature protection, mechanisms of reproduction of inequalities, global disputes over strategic natural resources, etc.

Professors: Edgar González Gaudiano (UNED, Mexico), María Laura Canciani and Aldana Telias (UBA, Argentina)

Summary: Environmental education is an emerging and interdisciplinary field of political-pedagogical intervention, inscribed in broader historical and social processes, with specific characteristics and particularities, which arises in response to the acceleration and deepening of the environmental crisis and gains visibility at a global level in the mid-20th century. We are living through an environmental and climate crisis unprecedented in the history of humanity, environmental conflicts are deepening in increasingly deprived territories and young people glimpse uncertain futures, uneven and few animators, activating their participation in the public sphere. In this context, it is essential to return to the question of how and why to educate in this context of environmental and climate emergency.

We propose to present a pedagogical approach called Environmental Conflict Pedagogy, which has the challenge of integrating the environmental dimension into social sciences, promoting a critical, comprehensive, community-based environmental education. This approach promotes an understanding of the complex social, historical and cultural context in which environmental and territorial conflicts unfold and seeks to generate pedagogical practices that challenge multiple extrativisms, their dynamics, disputes and controversies; and, at the same time, question the hegemonic patterns of construction and transmission of knowledge crystallized in the school institution. We seek to promote in school organizations an environmental perspective that manages to denature, disturb, move and mobilize subjects and their practices; and, fundamentally, provide tools for the development of participatory environmental projects whose horizon is the affirmation of a society with environmentally just, more dignified and sustainable rights.

Professors: Sebastián Plá (IISUE, Mexico)

Summary : This seminar aims to address the different school verses of the past and their curricular manifestations in relation to academic production, the public uses of history, the place of national anniversaries and rituals, and the challenges of teaching recent memory, socially relevant problems, among other topics. It is about updating some of the problems linked to the problematic of history at the service of national identities, to think about them from the perspective of regional integration aspirations; The hair processes that pass through the countries of the region in the last two centuries; and the new ways of thinking or teaching history in the contexts of Latin American educational reforms in recent decades.

The seminar will open a space of reflection to carry out a critical analysis of the historical narratives in the school networks of the region from various pedagogical, historical and research perspectives not teaching history in the region. The following topics will be addressed: historicity of past school verses; construction of Latin America: locality, nation and region in the formation of collective identities; the different theoretical positions in the teaching of history and social sciences, the relationships between history, social sciences and socially relevant problems; absences and fragments do not teach history; challenges of teaching recent memory; a performatividade da história em efemérides e rites nacionais; The comparative study of curricular reforms in history and social sciences in the last twenty years.

Professors: Inés Dussel (DIE-CINVESTAV, Mexico), Patricia Ferrante and Manuel Becerra (UNIPE, Argentina).

Summary: This seminar aims to face the challenges of digitalization in the production of knowledge in social sciences and not in its teaching. To this end, it examines the debates around the digital humanities, especially regarding new sources and ways of producing and disseminating the records of social processes, and analyzes their repercussions in the field of teaching of social sciences. The seminar will delve into some widespread practices that we use in the digital world, such as research on the Internet and the use and production of audiovisual materials, in order to explain the possibilities that open up and the limitations or difficulties that arise in working with the concepts and languages ​​of science. sociais. Some examples of classrooms will be presented and a critical reflection on the new teachings of the area will be promoted.