El pensamiento histórico como aporte a la formación de un ciudadano que afronta los desafíos globales

Abstract

RESUMEN : La ruta metodológica que se propone se fundamenta en el enfoque cualitativo, utilizando el paradigma de la investigación acción el cual determina el estudio de casos como método, y así mismo este determina las técnicas o instrumentos de recolección de información. En continuidad se construye el marco teórico de la investigación, el cual recoge las categorías que implica el pensamiento histórico como objeto de estudio y de sus significados. Se abordan las competencias que se desarrollan con el pensamiento histórico, los problemas y dificultades que se encuentran a la hora de posibilitar espacios de aprendizaje donde se enseñe a pensar históricamente y en esta vía se muestran los diferentes modelos en la enseñanza de la historia y cuál podría aportar al desarrollo del pensamiento histórico. Se proponen actividades para la clase, enfocadas al desarrollo del pensamiento histórico serían el insumo para identificar el cómo se potencia el pensamiento histórico en los procesos de enseñanza aprendizaje de las ciencias sociales. Para finalizar, el módulo de análisis de información y se procede con la muestra de los resultados que arrojaron las actividades por objetivo planteado y se culmina con la proposición de una serie de conclusiones referentes a los logros de la investigación. Los tópicos para el análisis son la conciencia histórica del alumnado, la corroboración de las hipótesis y las propuestas de un modelo de enseñanza para el pensamiento histórico en las clases de ciencias sociales. La realización de este trabajo se justifica desde tres momentos que son de importancia, ya que recogen las distintas dimensiones de lo que entraña reflexionar sobre el pensamiento histórico como aporte a la construcción de un ciudadano. En un primer momento, tenemos que para un país como Colombia se hace necesario fortalecer los procesos de formación ciudadana que ayuden a afrontar los desafíos globales que son productos históricos que reclaman comprensión para superarlos. En un segundo momento, un trabajo como este, es de importancia, debido a que se pregunta por una de las finalidades de las ciencias sociales y en concreto de la enseñanza de la historia, haciendo posible acercarnos al objetivo de potenciar formas de pensamiento que sin lugar a dudas serán aporte para la construcción de nuevas sociedades más solidarias, respetuosas y compasivas. Por último la elaboración de este este trabajo se justifica desde el deber que tienen los maestros de ciencias sociales en problematizar, reconstruir y reestructurar los procesos de enseñanza aprendizaje de forma que se aproveche la función social de los conocimientos.

ABSTRACT: The social scientist, aware of his work in training citizens, has seen the need to link the contents of the social sciences with conflicts and other phenomena of social and daily life. That is, the contents of the social sciences, are useful for the analysis of current and reality, which is nothing more than the result of historical processes. The usefulness of these contents is represented in the social function that the social sciences and history have as knowledge necessary to build peaceful and harmonious societies in the relations between humans and other living beings of the world. Historical and social knowledge is a viewer to read the human realities that arise from the interaction between men and the interaction with the world. It is the way to read the phenomena from its complexity and can be starting point in the search of solutions to the social problems. Conscious of the formative potential of historical and social knowledge, this work allows the recognition of historical thought as a means for understanding society and its realities. History as an existentially necessary knowledge that shows us the process of humanity, which helps us to recognize and activate us as social subjects, must contribute to the construction of more humane societies, helping us to live better. Because of the social function of historical knowledge, historical thought must be present in the school and in social science classes, which implies reflecting on what is meant by thinking historically, the contributions of historical thought to the formation of a Citizen and also in how it could be potentiated the historical thought in the processes of teaching learning of the social sciences. This work is built as a research project and initially shows a contextualization of the problem, starting from the research scenario and highlighting the problems encountered, then proposes the problematizing question and makes clear the problematic issue to work. The methodological route that is proposed is based on the qualitative approach, using the action research paradigm which determines the study of cases as a method, and also determines the techniques or instruments for collecting information. In continuity, the theoretical framework of research is constructed, which includes the categories that historical thought implies as object of study and its meanings. It addresses the competences that are developed with historical thinking, the problems and difficulties that are at the time of making possible spaces of learning where you teach to think historically and in this way the different models are shown in the teaching of history and which Could contribute to the development of historical thinking. Activities for the class are proposed, focused on the development of historical thought, which would be the input to identify how historical thinking is strengthened in the teaching and learning processes of the social sciences. Finally, the module of information analysis and proceed with the sample of the results that showed the activities by objective and ends with the proposal of a series of conclusions regarding the achievements of the research. The topics for the analysis are the historical awareness of the students, the corroboration of the hypotheses and the proposals of a model of teaching for the historical thought in the classes of social sciences. The accomplishment of this work is justified from three moments that are of importance, since they collect the different dimensions of what it involves to reflect on the historical thought as contribution to the construction of a citizen. At the outset, for a country like Colombia, it is necessary to strengthen citizen training processes that help to meet the global challenges that are historical products that demand understanding to overcome them. In a second moment, a work like this one is of importance, because it asks for one of the purposes of the social sciences and in particular of the teaching of history, making it possible to approach the objective of promoting forms of thought that without Place to doubts will be contribution for the construction of new societies more solidarity, respectful and compassionate. Finally the elaboration of this work is justified from the duty of teachers of social sciences to problematize, reconstruct and restructure the processes of teaching learning in order to take advantage of the social function of knowledge.