Teaching history through a gender perspective. Evaluation of an innovation proposal

Abstract

The university teaching of history has been centred on the master class and the androcentric historiographic paradigm that cancels out the possibility of considering women as historical subjects. However, this didactic-disciplinary approach has not been able to respond to the training needs required by future teachers of the specialty to develop historical thinking in students. For this reason, it is important to move from the current traditional paradigm to a more constructivist and innovative one that focuses on the active and autonomous learning of the student. In order to contribute to this purpose, this article evaluates an experience of educational innovation implemented in a course of a career in Pedagogy, whose proposal seeks to introduce work based on historical skills and to incorporate the gender perspective in the approach to chilean independence (1810-1823). This study is situated and based on action-research that seeks to improve the historical and pedagogical knowledge of the participating subjects. The results showed that the students achieved significant learning in the mastery of the historical competencies worked on, although the difficulties they had in following the proposed unit were also noted, therefore, from the teaching perspective, it is vitally important to carry out more frequent activities that help future teachers to think historically.