Abstract
In secondary education, the focus of history teaching must be on the development of global citizenship. The present research was a study contextualized in the Fiesta de la Historia Youth Congress in Seville (Spain). A documentary analysis with a descriptive and interpretive design was made of 63 projects of inquiry that pupils carried out. The main objectives were to assess the incidence of the proposal in terms of participation, and to determine whether the pupils’ projects followed a logic of inquiry about socially relevant problems which favors the construction of global citizenship. The results point to a low incidence of schools participating in this initiative. The projects of inquiry analyzed present, for the most part, themes related to the historical and social heritage of the locality. The proposals are approached as problems of a specific discipline and are worked on through a method based on a pseudoscientific research process. The findings indicate the need to continue implementing initiatives based on school inquiry that allow the teaching of history to be articulated around relevant social problems, with the objective being to develop citizenship skills.
Highlights
In response to the question relating to the volume of participation in the event (Q1.1), the analysis clearly showed the sparse incidence that the call for participation in the Fiesta de la Historia Youth Congress had on the target schools
The present research has allowed us to determine and analyze the repercussion of the Fiesta de la Historia Youth Congress in Sevilla province and of the projects that were presented throughout four editions of it
The results have highlighted the need to continue delving into activities of this type and their dynamics
Summary
Educating for global citizenship (DiCicco 2016; Engel et al 2016) implies that the education system is aware of the need to promote conceptual elements and affective and value-based elements, since the starting premise is that a citizen must feel themself as such if our intention is for them to reach their full development as a social being. This is supported by European organizations and reports, such as Agenda 2030. The creation of more democratic societies and people should be mediated both by the democratization of educational systems and schools (Aguirre and Schugurensky 2017)
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