The periodization and historical consciousness in teacher education

Abstract

The study deals with the representations of periodization and the temporary historical consciousness the teacher training. Periodization is a fundamental concept to teach and learn about historical concepts because it determines greater possibilities for comprehension and expansion of learning in relation to temporality and the construction of a historical consciousness to understand past, present and future. The methodology used is of a qualitative type with a case study design. The collection of information was through questionnaires, interviews and personal narratives. The results indicate that students in teacher training have a conception of periodization dominated by a traditional chronological and neopositivist model; they know new historiographical models to understand the historical reality, nevertheless, when designing teaching they resort to dating and chronology. The construction of didactic artifacts are timelines where the model used is quadripartite periodization. Hence, the construction of historical consciousness is based mainly on past relationships and, to a lesser extent, past-present.