Historical territorial memory as a socio-educational strategy for the construction of new citizenships. A brief theoretical review

Abstract

The present article presents the results of a brief theoretical review on historical memory as a socio-educational strategy in the construction of new citizenships, with which it is intended to first expose an epistemological debate between memory and history, later, specifying the term historical memory of Nora and collective memory of Halbwachs, and then making an approach to the Theory of Social Learning of Bandura and Historical-Vygotsky’s cultural aim is to get into the socio-educational dimension, as this is an integrative pedagogical strategy in the school and how through it the historical memory can be taught as a foundation for the construction of new citizenships. In addition, a theoretical debate is carried out that reveals the majority meaning of historical memory from a warlike and arms point of view, a notion configured from a narrative that has managed to hegemonically install itself in the educational and social settings through devices that know that they seek to naturalize a certain type of knowledge, as well as by material and symbolic tools that traverse and condition dissent in their family and social contexts.

Keywords

• citizenship
• historical memory; social learning
• socio-educational.