<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582016000200101</article-id>
<article-id pub-id-type="doi">10.15359/ree.20-2.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo y con qué propósitos leer para aprender en historia? Sentidos contrastantes adjudicados a la lectura en la formación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[How and with which purpose is necessary to read to learn History? Contrasting meanings given to reading in pre-service teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cartolari]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires Consejo Nacional de Investigaciones Científicas y Técnicas ]]></institution>
<addr-line><![CDATA[ Buenos Aires]]></addr-line>
<country>AR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>101</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582016000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582016000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582016000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:Actualmente, las investigaciones en socio-retórica, en didácticas específicas y en lingüística aplicada nos permiten afirmar que aprender contenidos en una disciplina implica poder apropiarse de particulares formas de pensar y leer en dicho campo de conocimientos. Sin embargo, no es claro aún de qué manera/s se pone en juego en las aulas la relación entre cómo leer y cómo aprender a (re) construir los contenidos en determinada disciplina. Partiendo de este problema, nos propusimos identificar y analizar en qué aspectos y con qué sentidos, docentes y alumnos vinculan el aprendizaje de contenidos históricos con los modos de leer en historia. Para ello, observamos y audiograbamos todas las clases impartidas en tres materias de un Profesorado en Historia de Buenos Aires, durante el segundo semestre de un año lectivo. Asimismo, entrevistamos en profundidad a sus docentes y estudiantes. El análisis cualitativo del material muestra que los sujetos participantes informan modos de leer que resultan similares a aquellos que, según distintos estudios, ejercen los profesionales expertos en historia. En este trabajo, analizamos particularmente las formas de lectura referidas por la mayoría de estudiantes: 1) leer para analizar la perspectiva histórica o el trabajo historiográfico de los autores y autoras, y 2) leer para comprender procesos versus leer para memorizar fechas y acontecimientos. Los resultados muestran que, según estos modos de leer se pongan en juego en situaciones dialógicas o monológicas de enseñanza, el estudiantado puede adjudicarle un sentido disciplinar -al tratar de ejercerlos por sí mismo- o un sentido arbitrario -al buscar reproducir las interpretaciones del propio profesor o profesora sobre textos que no comprenden-. Dado que numerosas políticas educativas subrayan la importancia de formar "personal docente-investigador" y, con ello, apuestan a la interpenetración de las actividades pedagógicas con las de producción de conocimientos, nuestro estudio aporta a la discusión sobre cómo la enseñanza puede favorecer u obstaculizar que el futuro cuerpo docente lea, estudie y aprenda de lo leído posicionándose como legítimo intérprete y (re) constructor de los conocimientos que habrá de enseñar, en vez de como mero reproductor de las interpretaciones de otras personas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:Currently, contributions of socio-rethorical research, specific teaching and applied linguistics have shown extensively that learning contents in a discipline implies the gradual appropriation of particular ways of thinking and reading in a certain field of knowledge. Nevertheless, it is not clear yet in which way/s the relationship between how to read and how to learn to (re)construct the content of a particular discipline take place in a classroom. Drawing from this situation, the purpose of this study was to identify and analyze how and with which meanings, teachers and students connect learning history contents with characteristic ways of reading in History. For that purpose, we observed and recorded all classes that took place during the second semester of a scholar year in three courses of a History pre-service teachers' program imparted in Buenos Aires. Simultaneously, in-depth interviews to students and educators were conducted. The qualitative analysis of the collected data shows that participants report reading modes similar to those that, according to various studies, experts in History report. In this article, we analyze particularly two of the most frequent ways of reading that students reported in the interviews: 1) read to analyze the historical perspective or historiographical work of authors; and 2) read to understand processes versus read to memorize dates and events. Results show that students can ascribe to these ways of readin, a disciplinary sense -seeking to perform them on their own- or an arbitrary sense -trying to reproduce/imitate the professor's own interpretations about texts they do not fully undestand-. The attribution of a disciplinary or arbitrary sense seems closely related on whether the aforementioned ways of reading in History are contextualized and put into play in dialogic or monologic teaching and learning class-environments. Since many educational policies emphasize the importance to prepare "teachers as researchers", showing the necessary interpenetration of instruction and knowledge production activities, our study contributes to the discussion about how pedagogical practices can promote or hinder History pre-service teachers' disposition to read, study and learn about what they read, positioning themselves as legitimate interpreters and (re)constructors of the disciplinary content knowledge they will teach in the future, instead of just as reproducers of other's interpretations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[historia]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[history]]></kwd>
<kwd lng="en"><![CDATA[pre-Service-teacher-education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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