Enseñanza y evaluación de la memoria histórica a propósito de la historia reciente en la Institución Educativa Héctor Abad Gómez

Abstract

RESUMEN: el trabajo investigativo actual, se ubica dentro de la línea de evaluación y educación inclusiva, siendo el problema, conocer los procesos de enseñanza y evaluación de la memoria histórica, establecidos por la Institución Educativa Héctor Abad Gómez, debido a la necesidad de mejorar espacios que posibiliten comprender la realidad teniendo en cuenta la historia reciente, con la intención de transformar el contexto que se habita. El objetivo investigativo, fue analizar diferentes estrategias de la enseñanza y la evaluación para la formación en memoria histórica, existentes en la institución, con el fin de conocer y comprender cómo se enseña y evalúa un proceso referido a lo experiencial. Seleccionándose una metodología con enfoque cualitativo, cuyo método es el estudio de caso intrínseco.

ABSTRACT: The current research work is located within the line of evaluation and inclusive education, being the problem, knowing the processes of teaching and evaluation of historical memory, established by the Educational Institution Héctor Abad Gómez, due to the need to improve spaces that make it possible to understand reality taking into account recent history, with the intention of transforming the context that is inhabited. The research objective was to analyze different strategies of teaching and evaluation for the formation in historical memory, existing in the institution, in order to know and understand how a process related to the experiential is taught and evaluated. Selecting a methodology with a qualitative approach, whose method is the intrinsic case study. As a result it was possible to evidence the processes of teaching and evaluation of historical memory in the institution, achieving the need to fully develop its educational processes, because due to the population, contextual and legal needs, some activities are developed, being a mainly experience-based work, difficulties arise in the evaluation process, so the assessment starts from other activities that are not related to what is taught. For this reason, a contribution is made to the institution from the design of a didactic proposal. As a recommendation for teachers in training, a range of possibilities has been opened up, being able to answer the question: How are the different strategies for teaching and evaluating historical memory taught the Héctor Abad Gómez educational institution to the Venezuelan population?