Publication: La enseñanza de la historia a través de los textos escolares, (1975-2000): historiografía, metodología y formación de identidades
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2016-11-29
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Universidad Complutense de Madrid
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Abstract
La idea básica de esta investigación es analizar los cambios y las permanencias en los libros de texto de las editoriales Anaya, Santillana, SM y Vicens Vives entre 1975 y 2000 en tres cuestiones que están presentes en todos estos manuales escolares: las corrientes historiográficas, la metodología didáctica y la formación de la identidad. Por lo tanto, este trabajo tiene como objeto de estudio el análisis del libro de texto por tres razones: 1) Es una pieza clave en el proceso de enseñanza-aprendizaje, al ser un conocimiento legitimado socialmente; 2) Es la principal fuente de la historiografía escolar; 3) Es un vehículo de socialización que ayuda a conformar el imaginario individual y colectivo. Este trabajo aborda tres campos de investigación que están profundamente relacionados: a) La Historiografía escolar que se dedica a estudiar los libros de texto para conocer mejor la “historia de la historia como disciplina escolar o la historia de la enseñanza escolar de la Historia” como la denomina Rafael Valls Montes1; b) La Didáctica de la Historia que es un campo de enseñanza e investigación que trata de elaborar contenidos rigurosos sobre la disciplina escolar de la Historia, los procesos de enseñanza-aprendizaje y la formación del profesorado, con el fin de promover transformaciones y mejoras en todos estos aspectos; c) La Historia de las mentalidades y de la cultura al estudiar la identidad/es que configura la mentalidad individual y colectiva de una determinada sociedad. La identidad/es se forma a través de muchas variables, pero nosotros vamos a centrarnos en analizar como la escuela a través del uso del libro de texto ayuda a conformar nuestra identidad/es. La mentalidad es el imaginario permanente de una colectividad que configura un sentido de pertenencia y da sentido a la realidad. Para Juan Sisinio Pérez Garzón, la identidad es el “sentimiento de diferenciación frente a otros, porque con los nuestros compartimos modos de vida y nos consideramos idénticos frente a los que organizan o viven con otros hábitos” (…) “En definitiva, la historia y la geografía son disciplinas que han dado soporte a las identidades y memorias, individuales y colectivas, sobre las que se ha desarrollado el orgullo de cada identidad...
The basic idea of this research study is to examine the changes and abiding elements of three issues that appear in every textbook published from 1975 to 2000 by Anaya, Santillana, SM and Vicens Vives publishing houses: historiographical trends, teaching methodology and identity formation. Therefore, this research project focuses on school textbook analysis for three reasons: (1) it is a key element in the teaching/learning process, since the knowledge that comes through it is socially accepted, (2) it is the main source of school historiography, (3) it is a means of socialization which helps shape the national collective self-image as well as that of individuals. JUSTIFICATION AND RELEVANCE Although a great deal of studies on textbooks has been carried out, we believe this one to be relevant because it introduces the following novelties: (A) it proposes the study and connections among historiographical trends, teaching methodology and formation of identities in school textbooks for the period from 1975 to 2000. Studies focusing on some of these subjects in school textbooks have been performed. However, what this research project uniquely brings as its main contribution to that scenario is the fact that the three aforementioned subjects are considered simultaneously, and with their interconnections, for the period of time under study. (B) the proposition of a mixed model of school textbook analysis which includes both a quantitative aspect - in order to appreciate the existence of historiographical trends and teaching strategies – and a qualitative side which allows the observation and assessment of the historiography, didactics and identity involved in school textbooks. It should be pointed out that there has not yet been an important development of research projects on Education and identity building in Spain for the period from 1975 to 2000. Finally, may we submit that this research project is further justified by the fact that the mentioned time period is critical in order to comprehend today’s Spanish society fundamentally as the shaping of the individual and collective way of thinking through the view of the past that school textbooks provide. It should also be taken into account that these school textbooks have been widely used by the Spanish people...
The basic idea of this research study is to examine the changes and abiding elements of three issues that appear in every textbook published from 1975 to 2000 by Anaya, Santillana, SM and Vicens Vives publishing houses: historiographical trends, teaching methodology and identity formation. Therefore, this research project focuses on school textbook analysis for three reasons: (1) it is a key element in the teaching/learning process, since the knowledge that comes through it is socially accepted, (2) it is the main source of school historiography, (3) it is a means of socialization which helps shape the national collective self-image as well as that of individuals. JUSTIFICATION AND RELEVANCE Although a great deal of studies on textbooks has been carried out, we believe this one to be relevant because it introduces the following novelties: (A) it proposes the study and connections among historiographical trends, teaching methodology and formation of identities in school textbooks for the period from 1975 to 2000. Studies focusing on some of these subjects in school textbooks have been performed. However, what this research project uniquely brings as its main contribution to that scenario is the fact that the three aforementioned subjects are considered simultaneously, and with their interconnections, for the period of time under study. (B) the proposition of a mixed model of school textbook analysis which includes both a quantitative aspect - in order to appreciate the existence of historiographical trends and teaching strategies – and a qualitative side which allows the observation and assessment of the historiography, didactics and identity involved in school textbooks. It should be pointed out that there has not yet been an important development of research projects on Education and identity building in Spain for the period from 1975 to 2000. Finally, may we submit that this research project is further justified by the fact that the mentioned time period is critical in order to comprehend today’s Spanish society fundamentally as the shaping of the individual and collective way of thinking through the view of the past that school textbooks provide. It should also be taken into account that these school textbooks have been widely used by the Spanish people...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de las Ciencias Sociales, leída el 19-01-2016