El uso didáctico de la prosopografía para enseñar-aprender historia. Hacia el aula de primaria.

Abstract

Is it difficult to create the appropriate circumstances for significant learning? Learning is the finality pursued. Teaching is the means to that finality. To do this, you must attend to the conditions that surround the entire process. A traditional way has been the theoretical class, even master classes. But there are other ways to design that learning environment. In the case of history, the narrative begins to be accompanied by practical approaches. And the use of prosopography and derived social profiles can help. Thus I propose a methodology more linked to the practice of history. Now prosopography and profile allow students to empathize with the work of the historian through discovery, research, selection, analysis, reflection and presentation of results. Initially conceived as a historical research tool, this didactic resource can be implemented in the practices of the university degree of teaching so that, in turn, these future teachers can establish a transfer to the primary classrooms and thus achieve in parallel an approach towards the history that is more motivating for students in both educational fields. The results can be really positive. Both will understand the history while working on its discovery. In addition, they will be able to develop interpretative syntheses and conclusions according to their own research.