Historical consciousness and History teaching and learning

Abstract

Considering that historical consciousness is one of the key axis of the research in this area in recent decades, the objective of this article is to delve into some of the elements related to historical consciousness, as well as possible alternatives that the process of intentional teaching-learning could contribute, at least in terms of basic foundations of historical thought, to its development in students. To this end, an analysis of the scientific production on the subject was carried out, considering relevance, timeliness and its belonging to recognized databases. Among the problems that were detected, the lack of value stands out in relation to history, which is conceived as a finished truth based on a set of dates, data and events that must be learned; the poor use of concepts and historical time, the limited establishment of past-present-future connections, with emphasis on the last two. Among the proposals developed by specialists in history education is the need to implement a change in strategies that consider implementing a temporary curricula based on competencies that enhance past-present-future connections, and question and interpret social realities from a historical perspective and with the help of the historical method; in which the student body is able to contrast sources, understand change over time, observe events from the point of view of the participants, qualify through tests, produce hypotheses and conclusions considering events in their own historical context.