La Interpretación Histórica como concepto fundamental de la Educación Histórica
DOI:
https://doi.org/10.29393/RH31-2HIAC10002Palabras clave:
Historia, Educación Histórica, Pensamiento histórico, Interpretación y relatos históricosResumen
Este artículo comienza revisando la gama de formas en que los conceptos del pensamiento histórico se modelan en el discurso de la educación histórica anglófona contemporánea, e identifica un enfoque en los relatos históricos y las interpretaciones históricas como características de las tradiciones de la educación histórica inglesa. Se presentan argumentos a favor de la importancia y prioridad de la comprensión de los relatos e interpretaciones históricas en el análisis de todos los conceptos del pensamiento histórico. Luego se presenta y elabora un modelo de cómo funcionan los relatos e interpretaciones históricas, mostrando cómo las consideraciones adelantadas juegan un papel central en una amplia gama de formas de dar sentido al pasado. El artículo concluye defendiendo la centralidad de la comprensión de los relatos y las interpretaciones para la educación histórica en nuestros contextos contemporáneos de múltiples historias, donde apreciar la pluralidad de formas de dar sentido a la historia es vital en varios sentidos.
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