Abstract

VAZQUEZ BRAVO, Felicia  and  ACLE TOMASINI, Guadalupe. Epistemic positions of History in undergraduate students of primary education: A case study. Perfiles educativos [online]. 2013, vol.35, n.142, pp.89-107. ISSN 0185-2698.

Beliefs as to what knowledge is, and how it is known, influences the way in which the subjects position themselves with regard to knowledge itself. The aim of the study that this article is based on was to describe the epistemic postures of History of teaching students. This paper presents the results of the analysis of an eight-member group. Interviews, questionnaires and the analysis of written work were used, together with a qualitative and quantitative treatment of the data. To account for the posture of each student, with regard to their historical knowledge, four categories were constructed: objectivist, relativist, interpretative-identity and critical-constructivist. A combination of postulates of different positions were found on both individual and group levels, thus providing evidence of individual differences due possibly to the social and ideological contexts of the participants.

Keywords : Teaching of History; Teacher training; Context; Ideology; Basic education.

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