2025/04/10 by García Fernández · 1 voice · 1 citation
Social Sciences · Arts and Humanities · Psychology · #Educator Training and Historical Pedagogy #History of Education in Spain #Memory, violence, and history
paper · pdf · doi:10.15359/ree.29-1.18583
openalex publication_date 2025/04/10 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
Objectives. We set out to explore the perceptions of second-year high school students from two schools in Alcalá de Henares regarding History. Additionally, the research seeks to understand the historiographical implications underlying the perceptions of the observed students regarding History. Methodology. Our qualitative research employed an ethnographic design to study student perceptions, observing a total of 196 students. On the other hand, we used hermeneutic and historical study tools to analyze History curricula and textbooks used in both schools, both at a narrative level and at a theoretical-epistemological level. Results. After analyzing and categorizing students based on their classroom behavior (ideal, average, and lagging) and their perceptions (progressive, conservative, moderate, and radical), we identified three dimensions for understanding History: 1) epistemological, 2) logical-temporal, and 3) narrative-historical. Conclusions. We found that, regardless of their behavioral or perceptual typology, the observed students perceive history as alien and distant. Similarly, we recognized a formative context in which History content is limited by obsolete theoretical and deontological elements, positioning it within the teaching of narratives about the nation and Eurocentric contexts. We found that all of this has a limiting impact on the scope of citizenship education, as it prevents a heuristic relationship between students and historical content, hindering the critical understanding of a complex present marked by continuous crisis.