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Entrevista a Rafael Valls Montés
Get PDFEntrevista al professor Rafael Valls Montés. Catedràtic emèrit de Didàctica de les Ciències Socials de la Universitat de València i un dels majors exponents en l'estudi de la manualística a Europa. Nascut a l'Olleria (València) en 1948, l'entrevista recorre els seus primers anys de formació en el seminari de Montcada, el seu pas per la carrera de Geografia-Història, la seua tasca docent en secundària a Espanya i a Itàlia ¿on va arribar a ser professor i cap d'estudis del Liceu espanyol Cervantes a Roma¿ i la seua entrada en la Universitat a finals dels anys 80 en una àrea recentment creada: Didàctica de les Ciències Socials. L'entrevista planteja les principals característiques de la configuració de l'àrea de coneixement a Espanya, la conformació d'una línia d'investigació centrada en els manuals escolars i, finalment, la tasca acadèmica i de gestió dins d'una defensa permanent per la formació epistemològica i disciplinar del professorat. Interview with Professor Rafael Valls Montés. Emeritus Professor of Social Sciences Teaching at the University of Valencia and renowned researcher in the study of school textbooks ("manualistics") in Europe. Born in L'Olleria (Valencia) in 1948, he talks in the interview of his early years of training in the Moncada seminary (Valencia), his university stud-ies in Geography and History, his experiences in secondary education in Spain and in Italy -where he became a teacher and director of studies at the Spanish Cervantes Lyceum in Rome- and his entry into the University of Valencia in the late 1980s in the newly created area of Social Sciences Education. The interview discusses the main characteristics of knowl-edge configuration in Spain, the creation of a research line focused on school textbooks and finally, his academic and management work as part of a wider permanent defence of the epistemological and disciplinary training of teacher
Interview with Rafael Valls Montés
Get PDFEntrevista al professor Rafael Valls Montés. Catedràtic emèrit de Didàctica de les Ciències Socials de la Universitat de València i un dels majors exponents en l’estudi de la manualística a Europa. Nascut a l’Olleria (València) en 1948, l’entrevista recorre els seus primers anys de formació en el seminari de Montcada, el seu pas per la carrera de Geografia-Història, la seua tasca docent en secundària a Espanya i a Itàlia —on va arribar a ser professor i cap d’estudis del Liceu espanyol Cervantes a Roma— i la seua entrada en la Universitat a finals dels anys 80 en una àrea recentment creada: Didàctica de les Ciències Socials. L’entrevista planteja les principals característiques de la configuració de l’àrea de coneixement a Espanya, la conformació d’una línia d’investigació centrada en els manuals escolars i, finalment, la tasca acadèmica i de gestió dins d’una defensa permanent per la formació epistemològica i disciplinar del professorat.Interview with Professor Rafael Valls Montés. Emeritus Professor of Social Sciences Teaching at the University of Valencia and renowned researcher in the study of school textbooks (“manualistics”) in Europe. Born in L\u27Olleria (Valencia) in 1948, he talks in the interview of his early years of training in the Moncada seminary (Valencia), his university studies in Geography and History, his experiences in secondary education in Spain and in Italy -where he became a teacher and director of studies at the Spanish Cervantes Lyceum in Rome- and his entry into the University of Valencia in the late 1980s in the newly created area of Social Sciences Education. The interview discusses the main characteristics of knowledge configuration in Spain, the creation of a research line focused on school textbooks and finally, his academic and management work as part of a wider permanent defence of the epistemological and disciplinary training of teachers
La enseñanza de la historia y el uso de libros de texto ante los retos del siglo XXI. Entrevista a Rafael Valls Montés
Get PDFThe interview with Rafael Valls Montés addresses the importance of the textbook in teaching history. It is the most-used didactic resource in both Primary and Secondary Education in Spain. Dr. Valls is the specialist who has most studied the use of textbooks by teachers as well as their contents and activities. With an eye constantly on historiographical and psycho-pedagogical advances (Spain, Europe and America) and political context, the overall evolution can be considered positive. Since the 1970s, the creation of textbooks has been influenced by the idea of «total history», of the Annales School, with the inclusion of political, social, economic and cultural contents. However, school textbooks are still marked by numerous stereotypes, both factual and positivist, that detract from their usefulness. In addition, they tend to contribute to a lack of innovation in the teaching methodologies employed (reduced to lectures), resulting in students’ becoming passive receivers, obliged to memorize conceptual questions. The other great drawback of the school manual is that it essentially functions as a creator of identities: Spanish, European and, to a lesser extent, regional. This derives from a legacy of nineteenth-century nationalisms, which do not fit the multicultural reality of society as reflected in today’s classrooms. However, the manual is ultimately the result of the spirit of a succession of educational laws and, although its format may change it is bound to remain an essential resource for teaching and learning history. Moreover, it should serve as a stimulus for civic and innovative educationLa entrevista a Rafael Valls Montés aborda la importancia del manual escolar en la enseñanza de la historia. Es el recurso didáctico más empleado tanto en Educación Primaria como Secundaria en España. El Dr. Valls es quien más ha estudiado su uso por parte del profesorado, contenidos y actividades. A partir de un diálogo permanente con los avances historiográficos y psicopedagógicos (España, Europa y América) y el contexto político, el manual muestra una evolución a grandes rasgos positiva. Desde la década de 1970 viene influenciado por la idea de historia total, de la Escuela de Annales, con la inclusión de contenidos políticos, sociales, económicos y culturales. Sin embargo, aún sigue marcado por numerosos estereotipos, de tipo factual y positivista, que lastran su utilidad. Además, contribuye a una escasa innovación en las metodologías docentes empleadas (reducidas a lección magistral) y convierte al estudiante en un receptor pasivo, que debe memorizar cuestiones conceptuales. La otra gran rémora del manual escolar es su función esencialmente creadora de identidades: española, europea y, en menor medida, autonómica. Una herencia de los nacionalismos decimonónicos, que no se ajusta la realidad multicultural de la sociedad, reflejada en las aulas. Con todo, el manual es fruto del espíritu de las sucesivas leyes educativas y, aunque mute su formato, seguirá siendo un recurso esencial para enseñar y aprender historia. Por tanto, debe servir como estímulo para una educación cívica e innovadora
Valls Montés, Rafael (2009): <i>Historia y memoria escolar. Segunda República, Guerra Civil y dictadura franquista en las aulas</i> : Universitat de València, Valencia, 170 páginas
Get PDFEl libro de Rafael Valls Montés presenta, además del análisis de una cuestión muy cercana a los sentimientos de muchos argentinos como es la Guerra Civil de 1936 a 1939, la posibilidad de conocer una obra que puede ser inspiradora para las investigaciones similares a realizarse en nuestro país.Facultad de Humanidades y Ciencias de la Educació
Valls Montés, Rafael (2009): <i>Historia y memoria escolar. Segunda República, Guerra Civil y dictadura franquista en las aulas</i> : Universitat de València, Valencia, 170 páginas
Get PDFEl libro de Rafael Valls Montés presenta, además del análisis de una cuestión muy cercana a los sentimientos de muchos argentinos como es la Guerra Civil de 1936 a 1939, la posibilidad de conocer una obra que puede ser inspiradora para las investigaciones similares a realizarse en nuestro país.Facultad de Humanidades y Ciencias de la Educació
The Institución Libre de Enseñanza and the hystorical education: Rafael Ballester and the hystoriographic and didactical innovation in the beginning of XX century in Spain
Get PDFSin lugar a dudas, la faceta profesional e intelectual más destacada de las distintas actividades desarrolladas por el catedrático de bachillerato Rafael Ballester, a lo largo de los tres primeros decenios del siglo XX, es la de ser autor de manuales escolares, algunos de ellos con un éxito ampliamente reconocido. Su figura es una clara muestra de las preocupaciones, empeños y desvelos de la Institución Libre de Enseñanza por la mejora de la enseñanza de la historia y de la geografía en España. Sus otras facetas, como historiador de la educación, como investigador de la metodología científica y didáctica de la geografía y como pionero en los estudios de la historiografía histórica, quedan un tanto empalidecidas frente a la pujanza de sus aportaciones como autor de manuales escolares de historia y de geografía.Without doubt, the most outstanding professional and intellectual side in the different activities carried out by Bachiller professor Rafael Ballester in the first three decades in the 20th century is that of being author of school handbooks, being some worldwide successful. He is an obvious indicator of the worries, determination and effort of the Institución Libre de Enseñanza to improve history and geography teaching in Spain. His other facets, as a historian of education, as a researcher of scientific methodology and didactics of teaching and as a pioneer in studies of historic historiography, pale beside the strength of his contributions as successful author of school handbooks of history and geography
El currículum y los manuales escolares de historia y de geografía en la Educación Secundaria valenciana (1990-2010)
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Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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