Comprensión de fuentes primarias históricas en Bachillerato. Un estudio sobre la lectura de textos múltiples contradictorios de la Guerra Civil

Álvaro  Rosales García; Javier Rosales Pardo; María García-Serrano; J. Ricardo  García Pérez

doi:10.6018/pantarei.561961

Autores/as

Álvaro Rosales García http://orcid.org/0009-0001-7354-9964
Javier Rosales Pardo Universidad de Salamanca https://orcid.org/0000-0001-5230-1540
María García-Serrano Universidad de Salamanca https://orcid.org/0000-0003-3525-6770
J. Ricardo García Pérez Universidad de Salamanca https://orcid.org/0000-0003-1421-4571

DOI: https://doi.org/10.6018/pantarei.561961

Palabras clave: Educación Secundaria, Enseñanza de la Historia, Pensamiento Crítico, fuentes primarias, intertextualidad

Agencias de apoyo

Ministerio de Ciencia e Innovación de España bajo el proyecto PID2019-104537GB-I00

Resumen

La comprensión intertextual es la capacidad para integrar información de varios textos y fuentes de información. Esta capacidad resulta clave en el desarrollo del razonamiento, aunque es compleja para nuestros alumnos. Este estudio evalúa el impacto de proporcionar en 1º de bachillerato ayudas a la comprensión intertextual o textual cuando deben comprender un fenómeno histórico con múltiples perspectivas. Leyeron 5 textos con posturas enfrentadas de la Guerra Civil y, posteriormente, redactaron un ensayo, realizaron una tarea de comprensión y una de recuerdo de fuentes. Los alumnos que recibieron las ayudas intertextuales escribieron un ensayo más integrado que los que recibieron las ayudas a la comprensión textual. No hubo diferencias en la comprensión individual de cada texto ni en el recuerdo de las fuentes. Estos resultados indican la necesidad de ayudar a establecer conexiones entre los documentos para que los alumnos integren la información histórica contradictoria en un relato interpretativo coherente.

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