Fortalecimiento del pensamiento histórico para la formación ciudadana en estudiantes de grado 11 del Instituto de Bachillerato Técnico Industrial

Abstract

This research aims to strengthen historical thinking as a pedagogical strategy for the civic education of students at the Technical Industrial High School (IBTI). The study emerges from a critical examination of the traditional approaches to history teaching in Colombia, which continue to prevail in primary and secondary education. In response to this context, and considering the difficulties observed among students in competencies such as systemic thinking, perspective analysis, and critical argumentation, the research proposes the integration of historical thinking as a means to promote a rigorous understanding of the past connected to the challenges of contemporary citizenship. The study was conducted using a qualitative approach and an action research design. Participants included eleventh-grade students from IBTI, and data were collected through field journals, interviews, and document analysis. The theoretical framework draws on the contributions of scholars such as Peter Seixas and Tom Morton, Joan Pagès, and Antoni Santisteban, whose work examines the relationship between history education, critical thinking, and civic education. The findings show progress in several historical thinking concepts, including historical significance, change and continuity, causation, and the ethical dimension. Students were able to establish connections between historical processes and contemporary issues, as well as reflect on the ethical implications related to the topics addressed in the instructional sequences. Nevertheless, historical perspective and evidence analysis remain the most challenging concepts for students.