¿Qué hacen los historiadores cuando enseñan la Historia? Contribuciones de la teoría de Jörn Rüsen para el aprendizaje y el método de enseñanza de la Historia

Abstract

From the cut of the work of Jörn Rüsen in regard to his theory of historical learning, it is proposed to analyze contributions to a teaching methodology and research on historical education. On the one hand, the appropriation of these contributions, havingas reference and foundation the theory of history, is something to attend, and announces a new paradigm for the relationship between learning and methodology of the teaching of History, which is proposed in the first part of the work. Based on these presuppositions, we analyzed researches that are being carried out in the area of History teaching, which have as reference the learning theory of Jörn Rüsen. Partial considerations indicate a number of issues that need to be addressed in terms of the influence of this paradigm shift on the teaching of History in the school context and on the basis of curricular proposals that can contribute to an epistemology of the didactics of History. In addition, they raise new research topics, which will also be pointed out in this paper.

Keywords

• History didactics
• Jörn Rüsen
• historical learning
• methodology of teaching History
• historical education