¿Cómo podemos analizar la competencia narrativa del alumnado en el aprendizaje de la Historia?

Abstract

The aim of this paper is to analyze the role that teachers assigned to curricular require-ments, establishing the relationship between these documents and everyday practice. From the interpretation of interviews with a group of teachers, is to study the ways in which teachers used, discarded and/or reworked curriculum requirements, based on assume that they have an active role in the redefinition of such documents. The research results indicate that the new meanings and adaptations that teachers do in the written standard change according to different courtly and contextual realities.

Keywords

• narrative competence
• historical narratives
• teaching history
• historical thinking
• social thinking