Construcción de artefacto didáctico para el fortalecimiento del pensamiento histórico-crítico a través de la sombra de orión: valoración interpretativa de docentes de ciencias sociales en educación media

Abstract

This research is situated at the intersection of counter-memory literature and the didactics of social sciences, originating from the fundamental question of how to configure a pedagogical artifact capable of articulating narrative analysis with teacher mediation in the teaching of the Colombian armed conflict. The central purpose consisted of the design and validation of a Teacher’s Manual based on the novel La sombra de Orión by Pablo Montoya, specifically oriented toward strengthening historical-critical thinking in secondary education. Following a qualitative method with a case study approach and a hermeneutic-narrative analysis, the process integrated the identification of historical thinking categories within the novel, their rigorous contrast with the Social Science curricular regulations established by the Ministry of National Education (MEN), and the final validation of the artifact through expert judgment. Findings demonstrate that the artifact, structured upon a temporal triad (Past, Present, and Future), successfully operationalizes fundamental dimensions such as historical empathy and social agency. It was validated by a focus group of experts as a tool of high technical and ethical relevance for transitioning from official data to a human understanding of the conflict. The main discussion positions the Social Science teacher as a key mediator who resignifies aesthetic narrative to constitute it as a living historical source capable of humanizing the school curriculum and endowing it with territorial meaning. In conclusion, this study invites a rediscovery of the classroom as a laboratory of memory, where the convergence between the aesthetic word and pedagogical praxis allows for the mapping of operational routes toward horizons of justice, peace, and the guarantee of non-repetition.