Estrategias didácticas para la enseñanza de la historia en Educación Básica.
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2026-07-25
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
Esta investigación tiene el objetivo fue analizar las estrategias didácticas reportadas por la literatura de investigación entre los años 2020 – 2026 que contribuyen al fortalecimiento de la enseñanza de la historia en la educación básica, y cuáles son sus fundamentos teóricos, beneficios y desafíos. Para ello se realizó una revisión narrativa sistematizada de 10 artículos científicos publicados entre 2020 – 2026, seleccionados de bases como Redalyc y Google Académico. Uno de los hallazgos principales es que las estrategias analizadas han superado los modelos tradicionales basados en la memorización y la transmisión pasiva de información, priorizando la participación activa, el pensamiento crítico y la construcción colaborativa de hechos históricos. Entre estas estrategias destacan el aprendizaje basado en proyectos, el uso de canciones, videojuegos y uso de fuentes. En conclusión, aunque los estudios demuestran que la enseñanza tradicional de la historia, sigue centrada en la memorización y el rol del docente, las estrategias didácticas activas contribuyen al desarrollo de habilidades cognitivas y se adaptan a los estilos de aprendizaje diversos, por lo que es necesario un cambio en las prácticas docentes tradicionales.
This research aimed to analyze the didactic strategies reported in the literature between 2020 and 2026 that contribute to strengthening history teaching in basic education, as well as their theoretical foundations, benefits, and challenges. To this end, a systematized narrative review was conducted of 10 scientific articles published between 2020 and 2026, selected from databases such as Redalyc and Google Scholar. One of the key findings is that the strategies analyzed have moved beyond traditional models based on rote memorization and the passive transmission of information, prioritizing active participation, critical thinking, and the collaborative construction of historical events. Notable strategies include project-based learning and the use of songs, video games, and primary sources. In conclusion, although studies show that traditional history teaching remains focused on memorization and the teacher's role, active didactic strategies contribute to the development of cognitive skills and accommodate diverse learning styles; therefore, a shift in traditional teaching practices is necessary.
This research aimed to analyze the didactic strategies reported in the literature between 2020 and 2026 that contribute to strengthening history teaching in basic education, as well as their theoretical foundations, benefits, and challenges. To this end, a systematized narrative review was conducted of 10 scientific articles published between 2020 and 2026, selected from databases such as Redalyc and Google Scholar. One of the key findings is that the strategies analyzed have moved beyond traditional models based on rote memorization and the passive transmission of information, prioritizing active participation, critical thinking, and the collaborative construction of historical events. Notable strategies include project-based learning and the use of songs, video games, and primary sources. In conclusion, although studies show that traditional history teaching remains focused on memorization and the teacher's role, active didactic strategies contribute to the development of cognitive skills and accommodate diverse learning styles; therefore, a shift in traditional teaching practices is necessary.
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estrategias didácticas, pensamiento crítico, enseñanza en la historia, teaching strategies, critical thinking, history teaching