Directrices para la enseñanza y el aprendizaje de la Historia desde un enfoque crítico-reflexivo

Abstract

This article critically examines the nuclear disparity between History as a school subject and History as a scientific research discipline. In particular, it focuses on the different teaching practices applied in the teaching of History, and how these practices promote -or not- the construction of critical, reflective, and empathetic thinking about the past and the present. The goal is to propose a set of guidelines for teaching practices and methods of evaluating historical knowledge, aimed at fostering the development of critical-reflective thinking, based on a prior analysis of the educational and historical conditions that have caused the mentioned discrepancy between the traditional paradigm of History and a critical-reflective approach to History as a field of knowledge. This approach promotes the development of an awareness of temporality and human relationships over time through the use of imagination, narration, causal explanation, and the interpretation of historical sources. The theoretical discussion of historical awareness and thinking as a fundamental part of the teaching and learning processes of History, as well as the different experiences of History students and their teachers studied in research attached to the general project, allowed for the generation of the guidelines proposed in this article.