ENSEÑANZA DE LA HISTORIA, CREACIÓN DE IDENTIDADES Y PRÁCTICAS DOCENTES

Abstract

We tried with this article study the conceptions and beliefs that teachers have about the role of history teaching, focusing on Latin American content, the way in which face teaching in this area and the construction of cultural identities, with order to establish the correlation between these teaching practices of the contents of history and identity identity. We therefore performed an exploratory study qualitative through a survey of more than fifty teachers of secondary school. The data obtained have allowed us to see that there are clear parallelisms between the conception of history, teaching practices and the use made of the matter to create more or less plurals identities.