Infotechnological and digital challenges for the management of curricular contents of subjects of historiographic matrix

Abstract

The dialogue of knowledge in curricular environments for the generations of subjects in training in the XXI century, has moved from a more traditional or classic scheme typical of the analogical era, to ways of doing based on the strengths of digitalization. Every day, there is a growing demand for a staging of resources, methodologies and infotechnological platforms that are profitable for cognitive management in interface with consumption habits and practices that have the digital as their core, mobilizing more assertive pedagogical logics and in correspondence with the generational habitus. These pages reflect on the challenges that this entails, particularly for teaching-learning strategies; teaching and appropriation of subjects of the Communication and Society discipline, with a historiographic matrix. From the bibliographic research, the application of surveys and interviews with teachers and students, good practices are identified; multiple visions from a critical and proactive anchorage.

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