Good practices of the gender approach to the Teaching of History
Keywords:
History, gender education, tolerance, equity, total× history.Abstract
The purpose of this article is to offer teachers and students conceptualizations and procedures on good educational practices that make it possible to use the gender approach for the knowledge of history, particularly in the History of Cuba taught at the University of Las Tunas to meet society's demand for social justice and equity, while enabling students to understand that gender education is a fundamental content for the process of teaching history.
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References
González, A. (2014). Sexualidad y género: alternativa de educación hacia el siglo XXI. La Habana: Ciencias Sociales.González, J. (2002). En busca de un espacio: Historia de lasMujeres en Cuba. La Habana: Ciencias Sociales.Barcia, M. (2008). La marginalidad como concepto histórico. En Revolución y CulturaNo 2marzo-abril, La Habana.Infante, Y. (2013).La mujer en la historia: potencialidades para el aprendizaje histórico–social. Opuntia Brava.5 (1). Recuperado de: http://10.22.1.55/index.php/numeros/2013/vol5num1/406-vol5num1art10Pagés, P. (1983).Introducción a la Historia.España: Barcanova.Reyes, J. (2013). Enseñar y aprender historia en el preuniversitario. La Habana: Educación Cubana.
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Published
2018-08-31
How to Cite
Infante Cabrera, Y. O., & Tamayo Rodríguez, Y. (2018). Good practices of the gender approach to the Teaching of History. Opuntia Brava, 9(1), 31–39. Retrieved from https://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/115
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