<?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>2027-5137</journal-id>
<journal-title><![CDATA[Historia y MEMORIA]]></journal-title>
<abbrev-journal-title><![CDATA[Hist.mem.]]></abbrev-journal-title>
<issn>2027-5137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2027-51372018000200219</article-id>
<article-id pub-id-type="doi">10.19053/20275137.n17.2018.7449</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aportes de la Lingüística a la Educación Histórica]]></article-title>
<article-title xml:lang="en"><![CDATA[The contribution of linguistics to history education]]></article-title>
<article-title xml:lang="fr"><![CDATA[Contribution de la linguistique à l'éducation historique]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez]]></surname>
<given-names><![CDATA[Rodrigo Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes Cortés]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Instituto de Historia-Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>17</numero>
<fpage>219</fpage>
<lpage>250</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2027-51372018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2027-51372018000200219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2027-51372018000200219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente artículo es reseñar los principales aportes de la lingüística a la enseñanza de la historia y evaluar su aporte al campo. De forma más específica, abordaremos las temáticas de la escritura histórica y las interacciones en la clase de historia. En la actualidad el conocimiento y las disciplinas están cada vez más abiertas al diálogo inter y transdisciplinario. En este contexto, la lingüística, ciencia conocedora del lenguaje, ha permitido estudiar los como las comunidades científicas leen y escriben para construir su conocimiento. En el caso de la enseñanza de la historia en la escuela son variados los aportes de la lingüística. Entre ellos, hacer explícitas las formas de cómo la historia se enseña y se aprende desde las mediaciones del lenguaje. Para ello, se exponen algunos referentes como escuela de Sidney en Australia, Caroline Coffin, en Reino Unido, Mary Schleppegrell en Estados Unidos, y Teresa Oteíza, Mariana Achugar, y el grupo Urdimbre en Latinoamérica. Al reseñar algunas obras de estos autores estamos dando una cuenta panorámica de algunos de los focos que han tenido las investigaciones lingüísticas en la enseñanza de la historia en occidente hasta la fecha. Esperamos con este artículo motivar la interdisciplina y la creatividad para ocupar el lenguaje en nuestras clases de historia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary The objective of this article is to review the main contributions of linguistics to the teaching of history and to evaluate its contributions to the field. More specifically, the themes of historical writing and interactions in the history class will be dealt with. At present, knowledge systems and disciplines are more open to inter- and trans-disciplinary dialog. In this context, linguistics, a science that specializes in language, has permitted the study of how scientific communities read and write in order to build their knowledge. In the case of history teaching in schools, the contributions of linguistics are varied; among them, the explicit ways in which history is taught and learned through the mediation of language. For this, different references are presented, such as the school of Sydney, Australia; Caroline Coffin, in the United Kingdom; Mary Schleppegrell, in the United Stated, and Teresa Oteíza, Mariana Achugar and the Urdimbre group in Latin America. In reviewing some works by these authors, we provide a panoramic view of some of the focuses that linguistic research in the teaching of history has had in the west to date. It is expected that this article will motivate interdisciplinarity and creativity to employ the language in our history classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans cet article nous nous proposons de rendre compte des principaux apports de la linguistique aux enseignements de l'histoire et d'en évaluer leur signification. Nous étudierons deux sujets précis : l'écriture historique et les interactions dans les cours d'histoire. Actuellement, les différentes branches du savoir sont de plus en plus ouvertes aux dialogues inter et transdisciplinaire. Dans ce contexte, la linguistique, science consacrée à l'étude du langage, a permis de comprendre comment les communautés scientifiques lisent et écrivent pour construire leurs connaissances. Dans le cas de l'enseignement de l'histoire dans le primaire, la linguistique a fait des contributions variées. Parmi elles, il convient de souligner celle de rendre explicite les manières dans lesquelles l'histoire est enseignée et apprise à partir des médiations linguistiques. Pour cela, nous parcourons les apports de l'école de Sidney en Australie, Caroline Coffin, au Royaume Uni, Mary Schleppegrell aux Etats-Unis, et Teresa Oteíza, Mariana Achugar, et le groupe Urdimbre en Amérique Latine. Il s'agit d'offrir une vision panoramique de certains champs des recherches linguistiques en ce qui concerne l'enseignement de l'histoire en Occident jusqu'à nos jours. Nous espérons que cet article incitera des expériences interdisciplinaires et des usages créatifs du langage dans les cours d'histoire.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[lingüística]]></kwd>
<kwd lng="es"><![CDATA[escritura histórica]]></kwd>
<kwd lng="es"><![CDATA[interacción en el aula]]></kwd>
<kwd lng="en"><![CDATA[History teaching]]></kwd>
<kwd lng="en"><![CDATA[linguistics]]></kwd>
<kwd lng="en"><![CDATA[historical writing]]></kwd>
<kwd lng="en"><![CDATA[classroom interaction]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement de l'histoire]]></kwd>
<kwd lng="fr"><![CDATA[linguistique]]></kwd>
<kwd lng="fr"><![CDATA[écriture de l'histoire]]></kwd>
<kwd lng="fr"><![CDATA[interaction dans les salles de cours]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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