La concepción de la historia local y regional desde el pensamiento didáctico: Representaciones cotidianas en la formación de conceptos.

Abstract

The analysis of the educational practice in the university classroom on the teaching of history requires a  revision from the confrontation of knowledge, curricular tendencies, teaching theories and learning  conceptions. These meditations are also oriented towards an evaluation of formative or indoctrinating  elements that intervene in the educational action of the History professor. These meditations are configured  in accordance with the professor’s epistemological posture. Certainly, the predominant conception of  didactics corresponds more to a prescription than to the meditation about the contents of the subjects, since  the teaching methods are privileged, instead of the learning processes. This is the directionality of this essay,  which also has the intention of reorienting the cognitive processes for the development of abilities for local  and regional history, in order to focuse the applicability of the students’ daily representations toward the  abstraction level, such as the formation of concepts. The heuristic value of this position is obtained,  particularly, from the reflexive experience of the educational practice in the different teaching levels, as an  activity of conscious reasoning to induce the construction of knowledge of the History discipline in the  current historicalpolitical context.

Keywords:

didáctica

currículo

procesos cognoscitivos

didactics

curriculum

cognitive processes

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References

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