Aprender Historia con sentido: La perspectiva de jóvenes de bachillerato

Abstract

In this research, the opinions, appreciations, and assessments of students enrolled in History subjects are analyzed. The objective is to inquire into the meanings that they assign to their experiences in the courses, based on identifying the educatio- nal strategies used and their scope, analyzing if teaching is linked to a traditional paradigm or a critical-reflexive one, whether it favors the development of historical thought and consciousness or not, as well as the formative meaning that students give to the discipline. The work is the product of research with a mixed methodolo- gical approach that addresses the problem with high school students of a private institution in Mexico City. Among the findings, a higher incidence of traditional practices is identified in the previous school trajectory, while in the current cour- ses a primarily critical-reflexive approach is observed, which impacts the learning process, motivation, and formative sense that students concede. The urgent need to transform educational practices and incorporate strategies aimed at promoting the development of historical thought capable of generating historical awareness is evident, in order to train individuals capable of positioning themselves critically and becoming agents of change in social reality.