Memoria histórica e historia reciente son conceptos cada vez más presentes en las aulas y más consolidados en la historiografía, siendo una problemática relevante en la construcción de las sociedades democráticas postransicionales. No obstante, en el aula, sigue siendo aún un campo que requiere investigar con más precisión algunos elementos que ayuden a entender mejor su incorporación en el proceso didáctico. El presente artículo analiza las construcciones simbólicas que tiene el futuro profesorado sobre la memoria y esboza un vínculo con su experiencia escolar, particularmente con las narrativas transmitidas en los libros de texto, en tanto principal recurso didáctico Se pretende contribuir al debate entre historia enseñada e historia investigada. La investigación, de tono hermenéutico, explora las conceptualizaciones y el papel que atribuyen a la memoria el futuro profesorado, relacionado con el papel que juegan los libros de texto a partir de la información recogida en un cuestionario construido ex profeso y las narrativas presentes en los libros de texto, que han construido una visión imprecisa y parcial de la memoria. De esta manera, evidenciamos la necesidad de repensar las relaciones entre historia reciente y memoria desde un punto de vista didáctico, tanto en los libros de texto como en la formación inicial del profesorado. Palabras clave: memoria histórica; historia enseñada; libro de texto; conceptualizaciones; futuro profesorado.

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El presente artículo tiene como objetivo analizar la perspectiva coeducativa de tres unidades didácticas de innovación docente dirigidas a diferentes niveles de la Educación Secundaria en el ámbito de la enseñanza de las ciencias sociales (Atenas; Amores y Revolución). Para ello hemos realizado dos procedimientos de análisis, uno asociado a los materiales en sí y el otro, a su puesta en práctica. El análisis de los materiales se ha realizado mediante el análisis del contenido, mientras la aplicación ha sido realizada a partir del análisis de notas de campo extraídas a través de observación no participante. De estos análisis es posible establecer que tanto las unidades, como su aplicación, abordan la perspectiva coeducativa, aunque su explotación en la práctica educativa queda condicionada por la acción docente. En este sentido, sería necesario profundizar en la formación inicial y continua del profesorado. The objective of this article is to analyze the coeducational perspective of three teaching innovation proposals: Athens, the origin of democracy, The loves of my life and Women and Industrial Revolution. The three proposals are oriented to different levels of Secondary Compulsory Education in the field of social sciences teaching. To do so, we have carried out two analysis procedures, one associated with the materials themselves and the other, with their implementation. The analysis of the materials has been done through content analysis, while the application has been made from the analysis of field notes extracted through non-participant observation. From this analysis, it is possible to state that both, the units and their implementation, put into practice several dimensions of coeducational perspective, although its exploitation in educational practice is conditioned by teaching action. In this sense, it would be necessary to the didactic designs as well as in initial and continuous teacher’s training programs.

The aim of this article is to explain the characteristics on current History teaching proposed into the curriculum of primary education in Chile under the present social process. We employ Raymond Williams cultural materialism and specifically his categories on cultural products to apprehend the curriculum and link it to the context where it is pro duced. To do so, we use the historical method, and considering pedagogical and didactical elements. The documental corpus analyzed is conformed by the official documents guiding education but also other historical sources coming from the current political situation. The results on this analysis show that there is a curricular dichotomy between traditional history teaching based on events of national history and learning by rote and, current didactical proposals, which tend to develop historical thinking. This situation reflects the political tension on social demands and the institutional longstanding objectives for education.

In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student’s grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach’s α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric’s results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.