Formación docente en el manejo de estrategias activas en la enseñanza de la historia para el desarrollo de habilidades intelectuales

Abstract

Active strategies constitute a dynamic alternative in the appropriation of historical knowledge and intellectual capacities, from the critical participation of the student; its application being necessary in teaching practice. The present investigation was carried out with the objective of analyzing the management of active strategies in the teaching of history, which implies the development of intellectual abilities. The writing was constituted from a descriptive study, responding to the qualitative paradigm, it tried to inform from the documentary and hermeneutic analytical-synthetic method the performance of the school against historical learning, described in theoretical references. The results showed a little mastery of active methodologies, when motivating the history class, reflected in a diminished student intervention affecting the promotion of cognitive abilities; analysis, abstraction, argumentation, comparison and assessment of the events of the past and their contribution to the present. Concluding that active strategies; Cooperative learning, problem-based learning, theatrical performances, oral exchange strategy and analysis of audiovisual material, emerge as an attractive proposal to transform the traditionalist model into history, due to the interaction of criteria, opinions and thoughts within the teaching-learning process.