{"id":144161,"date":"1993-01-01T00:00:00","date_gmt":"1993-01-01T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/las-concepciones-de-los-alumnos-sobre-el-tercer-mundo-al-acabar-la-escolaridad-obligatoria\/"},"modified":"1993-01-01T00:00:00","modified_gmt":"1993-01-01T00:00:00","slug":"las-concepciones-de-los-alumnos-sobre-el-tercer-mundo-al-acabar-la-escolaridad-obligatoria","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/historia\/las-concepciones-de-los-alumnos-sobre-el-tercer-mundo-al-acabar-la-escolaridad-obligatoria\/","title":{"rendered":"\u00ablas concepciones de los alumnos sobre el tercer mundo al acabar la escolaridad obligatoria\u00bb."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Encarna Gil Saura <\/strong><\/h2>\n<p>Las ideas manifestadas por el alumnado no son meros errores conceptuales sino que obedecen a una forma de razonar que afecta a toda la red conceptual. En sus patrones de pensamiento predomina la descripcion del estereotipo sobre el analisis causal.  utilizan un marco interpretativo compuesto de teorias deterministas en su vertiente geografica, cultural y etnica. Se excluye cualquier factor externo en la genesis del tercer mundo, prescindiendo de toda relacion historica o de interdependencia mundial.  es evidente el papel activo desempe\u00f1ado por la institucion escolar en el refuerzo y legitimacion de tales estereotipos y prejuicios. Esto se pone en evidencia tanto en los mensajes ofrecidos por los textos escolares como por las deficiencias del pensamiento del profesor.  las derivaciones de estos resultados constituyen un rudimento de diagnosis del sistema escolar (respecto a su contribucion a la reproduccion del orden existente) y un instrumento que puede facilitar a los docentes la reflexion sobre su propia practica.<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>\u00ablas concepciones de los alumnos sobre el tercer mundo al acabar la escolaridad obligatoria\u00bb.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 \u00ablas concepciones de los alumnos sobre el tercer mundo al acabar la escolaridad obligatoria\u00bb. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Encarna Gil Saura <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Universitat de val\u00e9ncia (estudi general)<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 01\/01\/1993<\/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>Consuelo Serrano Navajas<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Josep Martinez Bisbal <\/li>\n<li> Garcia Ruiz Antonio  Luis (vocal)<\/li>\n<li>Julio Fern\u00e1ndez Nieva (vocal)<\/li>\n<li>Carmen Garcia Monerris (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Encarna Gil Saura Las ideas manifestadas por el alumnado no son meros errores conceptuales sino que obedecen [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center 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