Teaching and Learning of History in Primary Education
PID2020-114434RB-I00 FINANCIADO POR MCIN/ AEI /10.13039/501100011033
Teaching and Learning of History in Primary Education: A Multiperspective and Analysis of Cultural Icons for the Construction of Critical Citizenship
Meet the Project Team
Principal researchers
- Sebastián Molina Puche (Universidad de Murcia)
- María Sánchez Agustí (Universidad de Valladolid)
- Alejandro Egea Vivancos (Universidad de Murcia)
- Ana Belén Mirete Ruiz (Universidad de Murcia)
- Beatriz Hoster Cabo (CEU San Pablo)
- Carmen Fernández Rubio (Universidad de Oviedo)
- Diego Miguel Revilla (Universidad de Valladolid)
- Esther López Torres (Universidad de Valladolid)
- Javier J. Maquilón Sánchez (Universidad de Murcia)
- Jorge Ortuño Molina (Universidad de Murcia)
- José Ignacio Ortega Cervigón (Universidad Complutense de Madrid)
- Laura Arias Ferrer (Universidad de Murcia)
- Mercedes de la Calle (Universidad de Valladolid)
- Miguel A. Suárez Suárez (Universidad de Oviedo)
- Nayra Llonch Molina(Universidad de Lleida)
- Rosendo Martínez Rodríguez (Universidad de Valladolid)
Collaborators
Adoración Díaz López / Álvaro Lama / Ángel Isidro Miguel García / Augusta C. Valle Taimán / Beatrice Borghi / Caitríona Ní Cassaithe / Clara López Basanta / Francisco Javier Ibáñez López / Francisco Pérez Fernández / Gloria Solé / Helena Pinto / Ilaria Bellatti / Inmaculada Mena / Javier Martín Antón / José M. Martínez Ferreira / Julio Ariza Conejero / Kenneth Nordgren / Leonor Ruiz Guerrero / Lucía Mirete Ruiz / M.ª Teresa Carril Merino / María Leticia López Mondéjar / Pablo Muñoz Muñoz / Verónica Parisi Moreno
Project Summary
In the 21st century, the rise and spread of information and communication technologies have brought a new, contradictory, and paradoxical problem: the disinformation of the population. This situation is closely linked to the mass consumption of media through social networks, which the average citizen has joined without prior training or with outdated usage criteria, valid only for traditional media. In a few years, fake news and the distortion between reality and its discourse have taken over the public space, leading to heated debates. This trend has increased during these times of pandemic. Fake news and hate speech are two trends that seem to have flooded the networks, with the United Nations even coining the term “virus of hate”. Now more than ever, the development of a critical citizenship is shown to be fundamental. It would be wrong to think that this problem is exclusively confined to the field of communication, as it fully affects the entire set of social activities and, especially, the world of education.
The European Commission itself identifies improving citizens' digital literacy as a fundamental pillar for coordinating the fight against disinformation (EU, 2019). But we should not understand this literacy merely as a technical aspect related to handling new technologies, but rather as an educational matter aimed at promoting skills related to verifying and contrasting information, the ability to analyze it, and its interpretation and insertion into a framework of coherent and logical thinking. And in this, Historical Education, and the development of associated skills and procedures, has much to contribute and say. A critical teaching of history, based on the inclusion of the historical method in classrooms and the development of thinking skills, starting from problematic and relevant issues, constitutes a magnificent formula for the education of citizenship in this changing and complex world.
Goals
The influence of various ideological, cultural, and contextual factors on the teaching and learning of history is well known. Historical culture is formed through various sources such as historiography, iconography, museums, literature, and cinema. This public nature of history conditions the perceptions of teachers and students, generating exclusive and emotional visions of the past, but also offering formative opportunities.
The project aims to analyze this process, identify the dominant cultural icons in historical education, and propose educational interventions to improve the teaching-learning process, especially in Primary Education. It seeks to avoid the transmission of supremacist, sexist, and xenophobic discourses, fostering critical citizenship. The importance of researching the historical formation of children is highlighted, proposing student-centered active pedagogical approaches as an alternative to teacher-centered teaching.
Traditionally, research on the different facets of historical understanding has focused on young people and adolescents, and studies focusing on the historical formation and information received by children, both in and out of the classroom, are very scarce in our country and its surroundings.
Hence the importance of conducting research that contributes to filling this gap, identifying underlying problems, and proposing didactic and formative alternatives in relation to History. Therefore, the focus has been on the stage of Primary Education (6 to 12 years), and specifically in its last courses, in an integral manner, attending to the different elements that compose and surround it (teaching staff - in training and in practice -, students, curriculum, textbooks, and extracurricular information media) and assessing the way in which these contribute to the genesis of a distorted knowledge of history.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
Identificar los iconos culturales y las fuentes de información utilizadas en la construcción de las narrativas históricas presentes en el profesorado en formación de Educación Primaria.
