La conciencia histórica y la enseñanza del conflicto armado colombiano: un análisis de los libros de texto escolar de ciencias sociales (2002-2016).

Abstract

The doctoral dissertation entitled "Historical Consciousness and the Social Studies Textbook (2002-2016): An Analysis of the Teaching of the Colombian Armed Conflict" focused on the analysis of ninth-grade social studies textbooks published between 2002 and 2016 as a source for determining the development of historical consciousness regarding narratives of the recent past, and especially the Colombian armed conflict. This material reveals the content that has been negotiated, organized, and socially accepted concerning this national reality. The analysis of the textbooks began with documentary research to understand that this teaching material, in any case, does not fully reflect what happens in the classroom. It allows for a comprehensive analysis of the content currently based on the history of the armed conflict and violence, as well as an analysis of the contribution of this material to the narratives currently taught and its potential for understanding the reality of the Colombian armed conflict. To address the overall question of how consciousness is formed, textbooks related to the teaching of armed conflict allude to relationships with historical time (past, present, and future). Secondly, according to Rüsen's (1992) perspective on the relationship with historical time, different levels of complexity can be established, arising from the interaction with history and the meaning attributed to events. Furthermore, three levels of historical consciousness formation are found in school textbooks published between 2002 and 2016 related to the teaching of the Colombian armed conflict: non-relational narratives of historical time, where no relationship is established between past, present, and future; static narratives of historical time, which allow for the application of history in practical life and generate value judgments about it; and narratives of the path toward the complexity of historical time, which only glimpse some critical meanings related to the breadth of explanations or shared responsibilities for promoting transformations within history.