A Paradigmatic Speculation on Doing History with a Future in Mind

Kent den Heyer

doi:10.29393/RH31-7PSKH10007

Autores/as

Kent den Heyer University of Alberta

DOI:

https://doi.org/10.29393/RH31-7PSKH10007

Palabras clave:

educación histórica, estudios curriculares, teoría curricular, pensamiento futuro, paradigmas

Resumen

Al leer la educación histórica a través de la teoría del currículo, exploro las lógicas paradigmáticas en competencia que sustentan los programas de historia y las elecciones pedagógicas de los docentes. En comparación con un paradigma de 'gestión estandarizada' y 'mejores prácticas constructivistas', me baso en mi experiencia académica para argumentar que una orientación de 'sabiduría curricular' honra mejor las complejidades democráticas, la naturaleza de hacer historia, y una esperanza para la educación pública como una exploración ética hacia el futuro social más preferible, como quiera que se defina. Al presentar este caso, exploro el pensamiento de futuros en forma de escenarios en los que los profesores y estudiantes utilizan el conocimiento histórico como garantías para distinguir entre los futuros posibles, probables y preferibles de aquellas cuestiones locales-globales consideradas de importancia personal-social. Como conclusión, pregunto, ¿de qué manera podemos imaginar el potencial de algo más educativo que simplemente transmitir la historia única de los orígenes de un estado-nación y cambiar a lo largo del tiempo o apelar a nociones cambiantes de historia objetiva de una que se supone que sabe a una que se supone que falta?.

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