{"id":117925,"date":"2018-03-11T10:47:38","date_gmt":"2018-03-11T10:47:38","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/evolucion-historica-de-la-educacion-ca%c2%advica-en-los-planes-de-estudio-y-manuales-de-pedagoga%c2%ada-para-la-formacion-de-los-maestros-de-educacion-primaria-1950-2010\/"},"modified":"2018-03-11T10:47:38","modified_gmt":"2018-03-11T10:47:38","slug":"evolucion-historica-de-la-educacion-ca%c2%advica-en-los-planes-de-estudio-y-manuales-de-pedagoga%c2%ada-para-la-formacion-de-los-maestros-de-educacion-primaria-1950-2010","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/historia-contemporanea\/evolucion-historica-de-la-educacion-ca%c2%advica-en-los-planes-de-estudio-y-manuales-de-pedagoga%c2%ada-para-la-formacion-de-los-maestros-de-educacion-primaria-1950-2010\/","title":{"rendered":"Evoluci\u00f3n hist\u00f3rica de la educaci\u00f3n c\u00edvica en los planes de estudio y manuales de pedagogia para la formaci\u00f3n de los maestros de educaci\u00f3n primaria (1950-2010)"},"content":{"rendered":"<h2>Tesis doctoral de <strong> Eva Ortiz Cerme\u00f1o <\/strong><\/h2>\n<p>Resumen   hemos realizado una investigaci\u00f3n sobre los valores c\u00edvicos desde mediados del siglo xx a principios del xxi, con una selecci\u00f3n rigurosa de autores en un campo disciplinar concreto, la pedagog\u00eda, en la asignatura teor\u00edas e instituciones contempor\u00e1neas de educaci\u00f3n, cuya finalidad consiste, fundamentalmente, en la formaci\u00f3n inicial de maestros capacitados para ejercer en la etapa de educaci\u00f3n primaria de manera coherente con lo establecido en el sistema educativo y con lo legislado sobre esta profesi\u00f3n.  los objetivos planteados han intentado dar respuesta a cu\u00e1les son las teor\u00edas educativas, los temas espec\u00edficos y c\u00f3mo han evolucionado los valores c\u00edvicos que tratan los manuales de la citada asignatura. No se trata de analizar un campo de conocimiento acotado como tal, sino una serie de cuestiones, valores, ideas, contenidos, actitudes y temas que de un modo u otro corresponden al \u00e1mbito de la educaci\u00f3n c\u00edvica del profesorado, pero que pueden abordarse en una o varias disciplinas. No obstante, en este contexto educativo, este contenido no ha sido prioritario en los programas oficiales ni en los concretados en las universidades. No ha estado habitualmente presente en ninguna de las materias de did\u00e1ctica de las ciencias sociales, por ello hemos considerado relevante centrar la tesis en estos temas para llenar de alg\u00fan modo el vac\u00edo que hasta ahora exist\u00eda en el estudio de los manuales de la asignatura teor\u00edas e instituciones contempor\u00e1neas de educaci\u00f3n en la formaci\u00f3n de los maestros y estudiar c\u00f3mo han ido variando las referencias a los valores en esos manuales.     la metodolog\u00eda de an\u00e1lisis que hemos llevado a cabo para el tratamiento de la informaci\u00f3n se ha centrado en la &quot;teor\u00eda fundamentada&quot; porque parte del an\u00e1lisis interpretacional, es decir, constructor de una teor\u00eda (grounded theory). En nuestro caso, la interpretaci\u00f3n se ha realizado bas\u00e1ndose en las teor\u00edas y los temas espec\u00edficos que hay en la asignatura teor\u00edas e instituciones contempor\u00e1neas de educaci\u00f3n, en concreto sobre los valores c\u00edvicos llevando a cabo un an\u00e1lisis descriptivo\/interpretativo, sobre las categor\u00edas y los c\u00f3digos que se han seleccionado al revisar y profundizar en los textos de dichos manuales, con la ayuda del programa atlas.Ti que nos ha permitido sintetizar la informaci\u00f3n y elaborar diagramas de redes.  en cuanto a los resultados obtenidos en funci\u00f3n de los objetivos planteados podemos concluir que los valores (libertad, formaci\u00f3n c\u00edvica, responsabilidad, disciplina, participaci\u00f3n, cooperaci\u00f3n, igualdad, justicia y respeto)  se muestran en las teor\u00edas y corrientes educativas, concretamente, en las teor\u00edas marxistas, el movimiento de la escuela nueva, las teor\u00edas educativas en los umbrales de la contemporaneidad, las teor\u00edas de la postmodernidad, las teor\u00edas cr\u00edticas de la escuela como la desescolarizaci\u00f3n, las teor\u00edas antiautoritarias y las teor\u00edas personalistas. Como tambi\u00e9n en los temas espec\u00edficos analizados, donde los autores investigados hacen hincapi\u00e9 principalmente en la familia, la escuela, el profesorado y sus caracter\u00edsticas propias.  en este sentido, afirmamos que existe una evoluci\u00f3n positiva de los valores y de su importancia para la formaci\u00f3n de los estudiantes. En relaci\u00f3n a los planes de estudio de cada \u00e9poca, los autores se basan en los descriptores establecidos. Se constata que existe una estrecha relaci\u00f3n con los valores investigados en cada tema abordado. Es necesario que el profesor, por tanto, forme en aptitudes y valores al alumnado, para ser capaces de participar activamente en la sociedad de la que forman parte.  abstract  in the course theory and contemporary institutions of education, we conducted an investigation of civic values from the mid-twentieth century to the early twenty-first century with a rigorous selection of authors in the field of pedagogy. The primary purpose of this course is the initial training of primary education teachers that is consistent with the provisions of the educational system and related legislation.  the objective of the investigation was to identify educational theories and specific issues, how they have evolved, and how civic values address these issues. This study does not seek to analyze a field of knowledge bounded as such, but to examine a series of values, ideas, content, attitudes, and issues that are within the scope of the civic education teacher but can be addressed in one or more disciplines. However, in this educational context, this content has not been a priority in government programs or in university curricula. It has not usually been present in any of the materials for teaching social sciences; therefore, we considered it a relevant thesis topic to focus on these issues and somehow fill the void that has hitherto existed in the study of teacher training manuals and to see how references to values have changed in teaching manuals.  analysis methodology was conducted for information processing and was focused on the &quot;theory based&quot; analysis because of the interpretational, as a theory builder (grounded theory). In our case, the interpretation was made based on the theories and the specific issues that are in the course theory and contemporary institutions of education, specifically on civic values, and conducting a descriptive \/ interpretive analysis on the categories and codes selected to review and deepen the texts of these manuals. We used the program atlas.Ti in the course of our work. That has allowed us to synthesize information and draw network diagrams.  as for the results obtained in terms of the objectives, we conclude that the values namely, freedom, citizenship training, responsibility, discipline, participation, cooperation, equality, justice and respect are shown in educational theories and currents, specifically in the marxist theories, the movement of the new school, the educational theories on the threshold of contemporary theories of postmodernism, critical theories of the school as unschooling, the anti-authoritarian theories and personalistic theories, as well as those discussed specific issues where the investigated authors mainly emphasize the family, the school, teachers and their own characteristics.  in this sense, we affirm that there is a positive evolution of values and their importance to the training of students. In relation to the curriculum of each period, the authors are based on the descriptors set. It is found that there is a close connection with the values investigated in each issue addressed. It is necessary that the teacher, therefore, be formed in skills and values for the students to be able to participate actively in the society of which they are a part.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>Evoluci\u00f3n hist\u00f3rica de la educaci\u00f3n c\u00edvica en los planes de estudio y manuales de pedagogia para la formaci\u00f3n de los maestros de educaci\u00f3n primaria (1950-2010)<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 Evoluci\u00f3n hist\u00f3rica de la educaci\u00f3n c\u00edvica en los planes de estudio y manuales de pedagogia para la formaci\u00f3n de los maestros de educaci\u00f3n primaria (1950-2010) <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Eva Ortiz Cerme\u00f1o <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Murcia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 20\/07\/2015<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Antonio De Pro Bueno<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Juan Esc\u00e1mez s\u00e1nchez <\/li>\n<li>Rafael Valls montes (vocal)<\/li>\n<li>Juan Saez carreras (vocal)<\/li>\n<li>Francisco florentino Garc\u00eda p\u00e9rez (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Eva Ortiz Cerme\u00f1o Resumen hemos realizado una investigaci\u00f3n sobre los valores c\u00edvicos desde mediados del siglo xx 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