La memoria democrática en las aulas de secundaria y bachillerato: balance de una experiencia didáctica

Abstract

Este artículo presenta los resultados de una investigación sobre la concepción y el conocimiento de la memoria democrática en las aulas de secundaria y bachillerato, mediante la confección e implementación de una propuesta didáctica sustentada sobre la historia local y la concepción del aula como un lugar de investigación. A su vez, se analizan los mecanismos de aprendizaje, las transformaciones de la percepción del alumnado y los resultados del proyecto didáctico, que permiten ofrecer, de este modo, algunas claves para el trabajo de la historia y la memoria en la enseñanza de la Guerra Civil y la represión franquista.

The Teaching of Historical Memory as a Tool for Achieving SDG 16 and Teachers’ Views on the Exile Memorial Museum (MUME) Routes

“…Prades [90] and Galiana [69] highlight the value of testimonies and oral sources to arouse empathy towards the protagonists. Several teachers spoke about this, highlighting the aforementioned case of AS, in which a letter bequeathed by a local teacher projected a spectacular evocative power on his pupils.…”

“…Galiana [69] states that working in the field of local history increases the capacity for interest and the possibility of making personal connections. In this sense, LO expressed the importance of being able to connect students and their families with the territory through the places of memory and the routes that go through them, while NH commented that family stories emerged thanks to the routes, which would otherwise have gone unnoticed, and MT highlighted the way in which these family stories that come to light serve as a very powerful educational tool for working with the group.…”

“…Historical memory in Spain, in its global context, must be understood as a key action of justice to achieve democratic normality [14]. Within this action of justice, education plays a fundamental role, as teaching values such as respect for human rights is more than necessary in a democratic society [69].…”

“…Secondly, the capacity of heritage to convey a set of social and emotional methodologies for learning through experience: this generates a personal commitment and implies that the individuals immersed in the educational process are deeply involved in it [4]. Finally, the relationship between the local scale for working with historical memory and the engendering of diverse feelings: local history is an ideal instrument for working with and understanding the recent past, due to its capacity to promote interest and empathy among students [69].…”

“…In its capacity to bring experiences closer, the work with oral sources is a powerful tool within the process of history learning [69]. Moreover, in the same manner that oral sources are recognized for their incalculable value as a historical learning tool and their ability to internalize experiences and forge empathy among students [90], the working field application of those testimonies reflected by oral sources act as a teaching tool for memory transmission.…”