El objetivo de esta investigación es examinar el tratamiento y el nivel de profundidad con el que se trabajan las competencias históricas en los libros de texto de Historia de Bachillerato españoles e ingleses. Se empleó un método de investigación eminentemente cuantitativo basado en el análisis de contenido de los manuales. La muestra consistió en 1280 actividades extraídas de seis libros de texto españoles e ingleses. Los resultados revelan que todos los manuales abordan las competencias históricas, pero existe una tendencia generalizada a concentrar la atención en los niveles iniciales de aprendizaje, descripción y explicación, sin promover significativamente destrezas cognitivas elevadas, como la evaluación y la emisión de juicios éticos, cruciales para el pensamiento crítico. Se concluye que los libros de texto, si bien son un recurso central, presentan limitaciones que requieren la mediación del profesorado para garantizar la plena adquisición de un pensamiento histórico que forme a una ciudadanía crítica y reflexiva.
In this research, the historical interpretations of the 1965 events of the Indonesian students have been examined in relation to the process of studying history in Indonesia. In this research, by using the qualitative research design and following the Constructivist Grounded Theory methodology, the researchers applied in-depth interviewing and document analysis. According to the findings, the students' interpretation of the 1965 events was first influenced by the dominant official versions, which were presented through textbooks, lessons, and images. However, when exposed to different information sources, especially the digital ones, some students found themselves confused regarding the reliability of historical versions and tended to become critical. The perspectives of the students were influenced by different factors such as the students' experiences within the framework of formal education, family stories, media, and socio-political settings. Concerning the issue of communism, the majority of the students found communism to be a danger and a threat to their nation; however, some of them became aware of the importance of the term depending on the context.
This research aims to develop a research-based history learning model to strengthen students' cultural literacy by studying the community of Urug Traditional Village, Kiara Pandak Village, Sukajaya District, Bogor Regency, Indonesia. In the context of globalization and technological advancements, cultural literacy is an important aspect of history education, allowing students not only to understand the facts of the past but also to appreciate and preserve their local cultural heritage. This research uses a qualitative approach to explore cultural values, traditional practices, and social dynamics in the Urug Indigenous Village community. Data were collected through participatory observation, in-depth interviews, and document analysis. The results show that integrating field research into the history learning process encourages students to think critically, reflectively, and contextually about local historical realities. The research-based history learning model not only enhances the understanding of historical concepts but also fosters a stronger cultural identity and a sense of ownership of local culture. This study recommends applying a research-based history learning model as an innovative approach to teaching history to students.
En un contexto hipermoderno caracterizado por la escasez de espacios para la reflexión profunda, los museos pedagógicos emergen como entornos valiosos para fomentar la curiosidad y el pensamiento crítico en la formación inicial de maestros. En este marco, el presente estudio analiza cómo estos museos pueden enriquecer la formación docente al promover un perfil profesional crítico y reflexivo, capaz de reconocer el valor del pasado para pensar la educación en el presente. Para ello, se adoptó una metodología cualitativa de carácter exploratorio. La recogida de datos se realizó mediante cuatro entrevistas semiestructuradas a profesorado universitario de tres universidades españolas –la Universitat de Vic, la Universidad Complutense de Madrid y la Universidad de Sevilla– que han desarrollado experiencias docentes vinculando museos pedagógicos con programas de formación del profesorado. Las entrevistas se analizaron mediante un sistema de codificación temática utilizando el software Atlas.ti. Los resultados muestran que los participantes perciben estos museos como recursos con un notable potencial educativo, especialmente para el desarrollo del pensamiento crítico, la problematización de la historia de la educación y la construcción de una identidad docente consciente y comprometida. Se concluye que es necesario reforzar la conexión entre los museos pedagógicos y la formación inicial de maestros.
This article aims to identify and analyze the social imaginaries and representations that university teachers in Colombia construct about higher education in the context of the COVID19 pandemic and the post-pandemic period, considering the persistence of its pedagogical and socio-emotional effects in the current educational landscape. Adopting a qualitative, exploratory-interpretive approach, the study analyzes 18 semi-structured interviews conducted with teachers from public and private institutions across different regions of the country, selected through intentional sampling. The analysis identified four dimensions: re-signified formative elements, institutional responses, student impacts, and projections of the educational model. The findings, situated within the specific contexts and experiences of the participants, reveal a revaluation of the humanization of teaching, the integration of the socio-emotional dimension, and methodological flexibility. Furthermore, emergent imaginaries project a more ethical, situated, relational, and multimodal education, oriented not only toward the transmission of content but also toward sustaining life in contexts of uncertainty.
