Del paradigma eurocéntrico a la perspectiva anticolonialista. Intervención educativa en un curso de pedagogía

Abstract

ABSTRACT The training of history teachers has traditionally been focused on the master class and the eurocentric historiographic paradigm; however, this approach has not been able to enhance the pedagogical and disciplinary skills required by future teachers of the speciality to face the educational challenges of the 21st century. For this reason, it is imperative to innovate in the teaching of history at the university level in order to develop a more constructive approach that will make it possible to generate significant and relevant learning in students. In order to contribute to this change, this article evaluates an experience of educational innovation implemented in a course of Pedagogy, whose proposal seeks to introduce work based on historical competencies and to incorporate the anti-colonialist perspective in the treatment of the Conquest of Chile (1536-1598). It is an exploratory study based on participatory action-research and a transectional design. The results showed that students were able to develop significant pedagogical and historical learning; however, several difficulties were also apparent in the experience, such as the low degree of familiarity of future teachers with the strategies used and the great workload involved for teachers and students.