Uso de la historia clínica perinatal para estimar la mortalidad en la niñez

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Tomemos la historia en nuestras manos: utopia revolucionária e música popular no Chile (1966-1973)

Pós-graduação em História - FCHS

La historia de una crisis anunciada: regulando el endeudamiento de las municipalidades y los departamentos en Colombia

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Notas sobre la historia ecológica de América Latina

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Palimpsestos: Ana Miranda y la lectura de la historia literarria brasileña

We can notice in Brazilian literature —both past and contemporary— the presence of the historical novel in its several modalities which include traditional models but also contemporary formulations that break old models with irreverence. Among them are the historiographical metafictions (Hutcheon, 1991), which propose the rereading not only of history but also of literature itself. Therefore, in the large number of historical characters which are fictionalized by contemporary Brazilian historical novel in the last decades, this essay intends to discuss how Ana Miranda engages in reading the history of Brazilian literature through fiction in three of her novels. The first is Boca do inferno (1989), whose protagonists are two of the main representatives of Brazilian colonial barroque, Father Antônio Vieira and poet Gregório de Matos. Following the chronological order of protagonist writers, the next novel to be discussed is Dias & dias (2002), whose action is centered in Gonçalves Dias, a well known poet of national Romanticism. The third is A última quimera (1995), which makes an outline of Brazilian literature at the beginning of the 20th century, dealing with Augusto dos Anjos and Olavo Bilac. By inverting some traditional viewpoints, Ana Miranda proposes, as in a palimpsest, the rereading and discussion of the national literary cânon and its construction.

La historia de Carlos Chagas como recurso para la formación de profesores de biología: algunas posibilidades

This paper analyzes the history of the doctor and scientist Carlos Chagas in the research that led to the identification of the agent and vector responsible for Chagas disease (American trypanosomiasis), in the early twentieth century, pointing out some possibilities of using this piece of history in shaping Biology teachers, as regards the discussion of science as a process of human construction and therefore historical.

Cómo se puede implementar la Historia Oral en Educación Matemática?

What is known today as “Oral History” is a research methodology which, in Brazil, has been widely used in the field of cultural studies by sociologists, anthropologists, and historians. Oral History was first introduced in Brazil with studies in social psychology and then spread to many other academic spheres, with the field of mathematics education being one of the most recent to adopt this method as one of its theoretical-methodological references. Topics such “What Oral History is” and “How Oral History can be implemented in mathematics education” are the foci of this paper.

Un uso de la historia en la enseñanza de la didáctica de la Física

It is shown the result of design, implement and analyze an exercise for teaching of Didactics of Physics, based on the use of History of Science as an information resource and point of discussion. We start with two assumptions: (1) currently, in the international level there is a research field that studies the use of History, Philosophy and Epistemology of sciences on education of teachers, which present that this field allows to treat contents of Physics in nontraditional ways, that is to say, beyond to the mathematician vision; (2) one of the dimensions that should be worked on education of teachers, specifically in education for teaching, must be, the (re) connaissance of their disciplinary knowledge, through metacognitive exercises, for which History provides appropriate resources. In order to involve the future teacher in a metacognitive activity that would allow (re) visit some of their knowledge of Physics, we developed an exercise based on research results about the history of the light concept. We analyzed the potentialities of this exercise to educate for teaching.