| TAZ-TFM-2023-1402 |
Razonar la Historia mediante imágenes en el aula de Secundaria y Bachillerato: la polarización social previa al estallido de la Guerra Civil española a través de la propaganda
Lorente Laborda, Teresa
Paricio Royo, Javier (dir.)
Universidad de Zaragoza,
FEDU,
2023
Didácticas Específicas department, Didáctica de las Ciencias Sociales area
Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas, Artísticas y Deportivas
Tipo de Trabajo Académico: Trabajo Fin de Master
Notas: This Master's Thesis (TFM) arises from the interest in unraveling the perceptions extracted by students when contemplating and analyzing a propaganda poster. Specifically, the main objective of this dissertation is to investigate how, through the analysis of Spanish Civil War posters, students interpret and understand the messages and ideas conveyed by the different sides and to evaluate the effectiveness of posters as pedagogical tools to improve historical understanding. Secondly, we also seek to examine how young people interpret and understand political polarisation, particularly emphasizing their interaction with propaganda. All this through an experience of historical inquiry, implemented with groups of students in the 4th year of ESO and 2nd year of Bachillerato. By analyzing the responses through a double categorization, we obtain a clear view of the students' understanding of a complex historical period and evaluate the effectiveness of visual resources in history education.
Notas: This Master's Thesis (TFM) arises from the interest in unraveling the perceptions extracted by students when contemplating and analyzing a propaganda poster. Specifically, the main objective of this dissertation is to investigate how, through the analysis of Spanish Civil War posters, students interpret and understand the messages and ideas conveyed by the different sides and to evaluate the effectiveness of posters as pedagogical tools to improve historical understanding. Secondly, we also seek to examine how young people interpret and understand political polarisation, particularly emphasizing their interaction with propaganda. All this through an experience of historical inquiry, implemented with groups of students in the 4th year of ESO and 2nd year of Bachillerato. By analyzing the responses through a double categorization, we obtain a clear view of the students' understanding of a complex historical period and evaluate the effectiveness of visual resources in history education.
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