20世纪30年代墨西哥社会主义教科书中的生物进化论教学

IF 0.4 4区历史学 Q1 HISTORY

Culture & History Digital Journal Pub Date : 2021-10-20 DOI:10.3989/chdj.2021.022

Erica Torrens Rojas, Juan Manuel Rodríguez Caso, A. B. Barahona Echeverría

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引用次数: 0

摘要

这份手稿展示了20世纪30年代所谓“墨西哥社会主义”学校制度的起源和发展，其主要利益相关者是总统Lázaro Cárdenas。在社会主义项目开始时，墨西哥经历了其现代史上最具政治性和争议性的教育改革。关于这个雄心勃勃的社会变革项目，人们说了很多。但是，仍然需要进行一次彻底的检查，特别是关于社会主义价值观如何在墨西哥关于新的国家基础教育项目的情况下全球化和适用的问题。从这个意义上说，我们感兴趣的是自然科学教科书是如何描绘科学的，特别是关注生物进化。

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The teaching of biological evolution in Mexican socialist textbooks in the 1930s

This manuscript presents the genesis and development of the so-called “Mexican socialist” school system of the 1930s, whose leading stakeholder was President Lázaro Cárdenas. At the beginning of the socialist project, Mexico underwent the most politicized and controversial education reform in its modern history. Much has been said about this ambitious project of social change. However, a thorough exam is still needed, especially on how socialist values were globalized and appropriated in the Mexican scenario regarding the new State project of basic education. In this sense we are interested in how science was portrayed in Natural Sciences textbooks, especially focusing in biological evolution.

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来源期刊

Culture & History Digital Journal Multiple-

CiteScore

0.60

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： Culture & History Digital Journal features original scientific articles and review articles, aimed to contribute to the methodological debate among historians and other scholars specialized in the fields of Human and Social Sciences, at an international level. Using an interdisciplinary and transversal approach, this Journal poses a renovation of the studies on the past, relating them and dialoguing with the present, breaking the traditional forms of thinking based on chronology, diachronic analysis, and the classical facts and forms of thinking based exclusively on textual and documental analysis. By doing so, this Journal aims to promote not only new subjects of History, but also new forms of addressing its knowledge.