Modelos de conciencia histórica en el alumnado de Educación Secundaria: tradición, simbología y contextualización en torno a los restos del franquismo

Diego  Miguel-Revilla; María Sánchez-Agustí

doi:10.6018/pantarei/2018/6

Authors

Diego Miguel-Revilla Universidad de Valladolid https://orcid.org/0000-0002-9328-3593
María Sánchez-Agustí Universidad de Valladolid

DOI: https://doi.org/10.6018/pantarei/2018/6

Keywords: education, historical interpretation, history instruction, heritage education, student attitudes

Abstract

The concept of historical consciousness, associated to past and future conceptions in relation to the present, is useful as an analytical framework focusing on history students’ ideas. This paper has counted on the participating of 132 fourth-year compulsory secondary education students from four different cities in Spain, who have worked about the Spanish transition to democracy with a digital learning environment. Using a controversial issue linked with the continuity of patrimonial remains of the Francoist era, and by means of a qualitative analysis, this study centers its attention in characterizing students’ historical consciousness models. The results help identify key characteristics in their conceptions, including the influence of tradition and a concern for symbolization, corroborating that the genetic vision, related to contextualization, is less common than the traditional, exemplary and critical ones.

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