Publication: De la descolonización a la colonialidad global a través del pensamiento histórico
Authors
Monteagudo Fernández, José ; Moreno Vera, Juan Ramón
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DOI
https://doi.org/10.5281/zenodo.3628851
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info:eu-repo/semantics/article
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©2020. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by /4.0/
This document is the Published, version of a Published Work that appeared in final form in Revista Interdisciplinaria de Estudios Latinoamericanos. To access the final edited and published work see https://doi.org/10.5281/zenodo.3628851
Abstract
La enseñanza-aprendizaje de la historia no puede abstraerse del fenómeno de la Globalización, y —dentro de este— de los llamados temas controvertidos que nos sirven para enfrentarnos a una realidad histórica con problemas de carácter global. Tal es el caso de la descolonización del continente americano, africano y asiático y las dificultades que dicho proceso conllevó, perdurando algunas de ellas hasta el día de hoy. Para ello resulta fundamental ensañar a pensar, históricamente, al alumnado. El objetivo de este trabajo es el de mostrar el proceso de trabajo seguido en un aula de 1. º de bachillerato (17 años) de un centro público con la teoría del pensamiento histórico con base en un programa formativo que incluía también métodos activos de aprendizaje para el tratamiento de la descolonización afroasiática. Los resultados mostraron mejoras en el conocimiento y la comprensión histórica del alumnado en casi todas las facetas del pensamiento histórico,
aunque también se evidenciaron las dificultades de los estudiantes para seguir el programa propuesto, por lo que es necesario iniciar el trabajo con el pensamiento histórico en niveles inferiores del sistema educativo
The teaching-learning of history cannot be abstracted from the phenomenon of Globalization, and, within this, from the so-called controversial themes, which serve to confront a historical reality with problems of a global character. Such is the case of the decolonization of the American continent, Africa and Asia, and the difficulties that this process entailed, some of which persist to this day. In order to do this, it is essential to teach students to think historically. The objective of this work is to show the process of work followed in a high school (17 years) of a public school with the theory of the historical thought based on a formative program that also included active methods of learning for the treatment of the Afro-Asian decolonization. The results showed improvements in students’ knowledge and understanding of history in almost all facets of historical thought, although the difficulties of students in following the proposed programme were also evident, so it is necessary to begin to work with a historical thought at lower levels of the educational system.
The teaching-learning of history cannot be abstracted from the phenomenon of Globalization, and, within this, from the so-called controversial themes, which serve to confront a historical reality with problems of a global character. Such is the case of the decolonization of the American continent, Africa and Asia, and the difficulties that this process entailed, some of which persist to this day. In order to do this, it is essential to teach students to think historically. The objective of this work is to show the process of work followed in a high school (17 years) of a public school with the theory of the historical thought based on a formative program that also included active methods of learning for the treatment of the Afro-Asian decolonization. The results showed improvements in students’ knowledge and understanding of history in almost all facets of historical thought, although the difficulties of students in following the proposed programme were also evident, so it is necessary to begin to work with a historical thought at lower levels of the educational system.
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Citation
Revista Interdisciplinaria de Estudios Latinoamericanos-RIEL,4(1), 63-72.
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