The theory of multiple intelligences and their involvement in the teaching of history

Abstract

This article constitutes the socialization of an educational experience that was obtained when considering the theory of multiple intelligences to develop historical-critical knowledge in a group of students who are acquiring their initial teaching training in the Federal Urban Normal School of the Isthmus, located in the state of Oaxaca, Mexico. It represents a participatory research, which was developed through the methodology proposed by the action research. Its execution took place during the August - April period of the 2018 - 2019 school year. It is considered a proposal for improvement, which originates from a situation detected in the teaching-learning process of history and in which it was intended to respond to the following question: To what extent can implementing diversified educational strategies as proposed by the theory of multiple intelligences contribute to the development of historical-critical knowledge of future teachers? From this approach, a variety of activities were put into action in which the different abilities of the students were considered, with the understanding that in a classroom there is not a single type of intelligence. But many as Howard Gardner points out and before this it is impossible to ignore the differences using uniform classes, on the contrary, it is necessary to recognize them and outline appropriate educational responses through diverse strategies such as those considered in the present investigation, which may well be taken as intelligent ideas, and not as correct solutions.