Approximations to the teaching-learning of history in postmodern times
DOI:
https://doi.org/10.33010/ie_rie_rediech.v7i13.12Keywords:
postmodernism, meta-narrative, micro-story, teaching-learning processes, historyAbstract
A new wave of oxygenation has reached historians and the academic history that is being constructed, the history historians make as a result of social events, meta-history or awareness of the knowledge we have and their reflection, and the arrivals to new interpretations. In this paper presents some ideas to try to approach the teaching-learning of history from a postmodernist perspectives view, in understanding that in the present time there are different and found opinions about this cultural movement, that some theorists of the stature of Habermas contradict and conceive it continuation of the modernist project, based on the pillars of the rationalist conception, optimistic of the certainty of European society of the sixteenth and seventeenth centuries. It offers some guidelines for teachers and students, interested in historical knowledge, to reflect on, in order to accept this disciplines transformation towards a plurality of approaches and to recognize influence of the old and new paradigms in the teaching-learning process.
