<?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>1657-8961</journal-id>
<journal-title><![CDATA[Pensamiento Psicológico]]></journal-title>
<abbrev-journal-title><![CDATA[Pensam. psicol.]]></abbrev-journal-title>
<issn>1657-8961</issn>
<publisher>
<publisher-name><![CDATA[Pontificia Universidad Javeriana, seccional Cali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-89612020000100043</article-id>
<article-id pub-id-type="doi">10.11144/javerianacali.ppsi18-1.uhef</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de heurísticos en la evaluación de las fuentes históricas en el aula de clase]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of Heuristics in the Evaluation of Historical Sources in the Classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso heurístico na avaliação das fontes históricas na sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos Páez]]></surname>
<given-names><![CDATA[Virgelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Roldán]]></surname>
<given-names><![CDATA[Claudia Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de los Andes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<fpage>43</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-89612020000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-89612020000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-89612020000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Describir cómo el uso de heurísticos en la evaluación de la evidencia histórica posibilita la construcción del conocimiento sobre la historia de los derechos humanos en una clase de Ciencias Sociales.  Método.  Estudio cualitativo, con método de análisis del discurso, para analizar cómo la maestra y sus estudiantes de 8º grado (n= 32) usan y evalúan la evidencia histórica. Cinco sesiones de clase fueron videograbadas (250 minutos), transcritas, segmentadas y codificadas con las categorías heurísticas de Sam Wineburg.  Resultados.  La categoría enunciación de fuentes históricas fue la más usada para ofrecer credibilidad al relato o incluir secuencialidad temporal a los eventos del relato. La formulación de preguntas orientó la interacción entre maestra y estudiantes, y las preguntas de tipo reflexivo posibilitaron la enunciación de fuentes históricas en los estudiantes.  Conclusión.  Se reconstruyó la historia haciendo uso de fuentes secundarias, particularmente los libros de texto, a los cuales la maestra y sus estudiantes otorgaron credibilidad, sin someterlos a evaluación ni contrastación. Ni la maestra ni los estudiantes relativizaron, analizaron o interpretaron el conocimiento histórico reproducido en ellas. Esto hizo evidente que desconocían la forma correcta de tratar la evidencia histórica. Se sugiere explicar en la instrucción escolar tanto el uso de la heurística, para evaluar las fuentes históricas, como el uso de preguntas reflexivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This paper describes how the use of heuristics in the evaluation of evidence facilitated the construction of knowledge about the history of human rights in a Social Science class.  Method.  This qualitative study used the discourse analysis method to analyze how a social science teacher and her eighth-grade students (n = 32) evaluated historical evidence. Five class sessions were recorded (250 minutes), transcribed, segmented and coded according to the categories of heuristics proposed by Sam Wineburg.  Results.  The enunciation of the source categories was the most used by the teacher to provide credibility to the story or to include temporal sequences in the story. The formulation of questions guided the interaction between the teacher and their students, and reflective questions allowed a greater enunciation of historical sources from the students.  Conclusion.  History was reconstructed using secondary sources, particularly textbooks, to which the teacher and her students granted credibility, without subjecting them to evaluation or contrast. Neither the teacher nor the students relativized, analyzed or interpreted the historical knowledge reproduced in them. This made it clear that they were unaware of the correct way to deal with historical evidence. In the future, this study suggests explaining both the use of heuristics to evaluate the historical sources and the use of reflexive questions in the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Escopo.  Descrever como o uso de heurísticos na avaliação de evidencia histórica possibilita a construção do conhecimento sobre a história dos direitos humanos em uma aula de Ciências Sociais.  Metodologia.  Estudo qualitativo, como método de análise do discurso, para analisar como a maestra e os estudantes de 8º grau (n=32) usam e avaliam a evidencia histórica. Cinco sessões de aula foram vídeo-gravadas (150 minutos), transcritas, segmentadas e codificadas com as categorias heurísticas de San Wineburg.  Resultados. A categoria enunciação de fontes históricas foi a mais usada para oferecer credibilidade aos relatos ou incluir sequencialidade temporal aos eventos do relato. A formulação de perguntas orientou a interação entre maestra e estudantes, e as perguntas de tipo reflexivo possibilitaram a enunciação de fontes históricas nos estudantes.  Conclusão.  Foi reconstruída a histórica fazendo uso de fontes secundárias, particularmente de livros de texto, a os quais a maestra e seus estudantes outorgaram credibilidade, sem ser sujeitos a avaliação ou contrastação. Nem a maestra nem os estudantes relativizaram, analisaram ou interpretaram o conhecimento histórico reproduzido em elas. É sugerido explicar na instruçao escolar tanto o uso da heurística, para avaliar fontes históricas, como o uso de perguntas reflexivas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[pensamiento]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[derechos humanos]]></kwd>
<kwd lng="es"><![CDATA[historia]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[thinking]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[human rights]]></kwd>
<kwd lng="en"><![CDATA[history]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[pensamento]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[direitos humanos]]></kwd>
<kwd lng="pt"><![CDATA[história]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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