La operatividad de la conciencia histórica en el tratamiento de temas controvertidos en la enseñanza de las Ciencias Sociales

Abstract

Historical consciousness is a third-order concept central to the development of historical thinking skills, consistently linked to the teaching of controversial topics in the history classroom. From this perspective, the primary objective of the current doctoral thesis is to analyze and assess the operationalization of historical consciousness in the didactic treatment of controversial topics in formal secondary education and in the initial training of teachers. The applied methods embrace a multidimensional approach, combining both qualitative and quantitative approaches, and employing various research designs such as case study, content analysis, and non-experimental and quasi-experimental designs without a control group. Participant selection primarily relies on convenience non-probabilistic sampling, based on the accessibility of the research team and alignment with the research objectives. Instruments and techniques vary according to the study, including the administration of scales and the categorization of textual and discursive quotations. Quantitative designs and procedures also involve specific actions to control extraneous variables or test the reliability and validity of the instruments. The findings underscore the importance of historical consciousness for understanding and interpreting the historicity of the world, and the generation of counterhegemonic narratives to intervene in current realities and shape desirable futures. The inclusion of controversial topics in the teaching of Social Sciences could enhance skills associated with historical consciousness,addressing the ongoing need for education in critical democratic citizenship, aimed at promoting human rights and diversity.