Teaching from a Historical Empathy and Citizenship Education perspective during the COVID 19 Pandemic. The Experience of Teachers in a Chilean School

Abstract

This research analyzes the conceptions expressed by teachers about the advantages and limitations of teaching history and social sciences in the context of a pandemic. In addition, it contrasts the content of the narratives of history and social science teachers about the teaching of historical empathy, citizenship and democratic participation pandemic times. The type of study is framed in the qualitative paradigm and follows the methodological strategies of a case study in a school in the Metropolitan Region in Chile. We were able to collect the conceptions of the team of teachers belonging to the Department of History of this educational center, which serves students with socio-economic difficulties and within a context of social vulnerability. The results show that the context of the pandemic exacerbated the needs and difficulties of the students and their families by highlighting the problems of connectivity to virtual classes, the lack of motivation and the absence of a future perspective. However, this healthcare context has allowed participating teachers to incorporate historical empathy and themes such as the teaching of democratic citizenship and student participation as an alternative to a new educational scenario.