History teaching practices and their formative meaning A case study in Mexico city

Abstract

The research sought to analyze the formative meaning of teaching History by identifying
the intentionality, scope and educational strategies used, from the perspective of high school teachers (which in Mexico corresponds to the period of studies carried out prior to university studies). For this purpose, instruments that analyzed teaching practices were designed; the analysis of the data collected was carried out from a qualitative and quantitative methodological approach that allowed to investigate whether the memorization of data is transcended and, instead, the development of historical thinking and awareness in students is promoted, through the analysis of historical events to understand the context in which they live. The study aims to enable greater knowledge about the origins of some difficulties in the learning and the motivation of the discipline, as well as the aspects that affect the formative processes in a Mexican case. Among the findings, it is identified that teachers transcend traditional practices and provide a developmental sense aimed at building in the students a historical consciousness that allows them to assume themselves as historical subjects with a critical attitude towards society and the world, which would make it possible to nourish the teaching of History at different levels of education and generate proposals aimed at intervention.