The Teaching of History and the Constructions of Realities
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Abstract
History, a social science, has been narrated over time by a hegemonic group in power. They have constructed it based on group interests. The intentionality of their manipulation combined with various forms of power: political, economic, cultural, religious, etc. This construction of linear realities has been imposed on the poor and subjugated classes as the only model of knowledge about past events. This perspective of study serves as a tool for indoctrination and constructs a social-individual imaginary, but it does not educate, guide, or build an idea of a nation, society, and social being. Consequently, this subject has fallen into tedium and neglect among students, who did not see in it a space for social reflection and self-reflection. All these issues, detected through various instruments, generated results that invite reflection and a change in the treatment of the subject. The linear study, which considers only one cause and one effect, must be broken and instead approached as a dialectical phenomenon that allows for diverse and enriching analysis. And to understand this problem we will apply the qualitative, hermeneutical approach, that is, a descriptive methodology. Therefore, this article is guided by the objective: Analyze the impact of history teaching designed by temporality schemes on the perceptions of students' daily reality, especially in relation to women, Afro-Ecuadorians, indigenous people and peasants.
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