Título:HUMANkobelg202020-12-18T21:50:00Z2020-12-18T21:50:00Z2020-12-18T21:50:00Z13392921615180502549416<data data-version="3" zotero-version="4.0.29.16"><session id="kckZVyGM"/><style id="http://www.zotero.org/styles/apa" locale="es-ES" hasBibliography="1" bibliographyStyleHasBeenSet="1"/><prefs><pref name="fieldType" value="Field"/><pref name="storeReferences" value="true"/><pref name="automaticJournalAbbreviations" value="true"/><pref name="noteType" value=""/></prefs></data>Didactic strategy for the insertion of the history of the town of the History of CubaEstrategia didáctica para la inserción de la Historia local en la Historia de CubaAltagracia Castro-Blanco1, Marcos Beltrán-Fernández2, Eudis Milán-Leyva3__________________________________________________________________1Lic. Escuela Primaria “Pepito Tey”. Guantánamo, Cuba. altagraciacb@nauta.cu2M. Sc. Profesor Auxiliar. Facultad de Cultura Física. Guantánamo, Cuba. marcosbf@cug.co.cu3M. Sc. Profesor Auxiliar. Facultad de Cultura Física Guantánamo, Cuba. eudisml@cug.co.cu Date of reception: October 19, 2020.Date of acceptation: December 4, 2020.__________________________________________________________________ABSTRACTThe work proposes to teachers a new way for the integration of the contents of the locality from the subject History of Cuba in fifth grade. The structure that these have is outlined and a suggestion of didactic activities is given that allows the teacher their conception and application based on the learning of their schoolchildren, highlighting that their essence consists in the integration of the elements of knowledge of the locality to from the subject History of Cuba.Keywords: Local history; Didactic strategy; Learning; History of Cuba RESUMENEl trabajo propone a los docentes una forma novedosa para la integración de los contenidos de la localidad a partir de la asignatura Historia de Cuba en quinto grado. Se esboza la estructura que tienen éstas y se da una sugerencia de actividades didácticas que le permite al docente su concepción y aplicación en función del aprendizaje de sus escolares, destacando, que su esencia consiste en la integración de los elementos del conocimiento de la localidad a partir de la asignatura Historia de Cuba.Palabras clave: Historia local; Estrategia didáctica; Aprendizaje; Historia de CubaINTRODUCCTION/9j/4AAQSkZJRgABAQEA3ADcAAD/2wBDAAIBAQIBAQICAgICAgICAwUDAwMDAwYEBAMFBwYHBwcG BwcICQsJCAgKCAcHCg0KCgsMDAwMBwkODw0MDgsMDAz/2wBDAQICAgMDAwYDAwYMCAcIDAwMDAwM DAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAwMDAz/wAARCABhAgMDASIA AhEBAxEB/8QAHwAAAQUBAQEBAQEAAAAAAAAAAAECAwQFBgcICQoL/8QAtRAAAgEDAwIEAwUFBAQA AAF9AQIDAAQRBRIhMUEGE1FhByJxFDKBkaEII0KxwRVS0fAkM2JyggkKFhcYGRolJicoKSo0NTY3 ODk6Q0RFRkdISUpTVFVWV1hZWmNkZWZnaGlqc3R1dnd4eXqDhIWGh4iJipKTlJWWl5iZmqKjpKWm p6ipqrKztLW2t7i5usLDxMXGx8jJytLT1NXW19jZ2uHi4+Tl5ufo6erx8vP09fb3+Pn6/8QAHwEA 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JvXbHa+S6touo6HrnBfND4Obu39D2NP2B2R1ZuISb1wu2Dtfbf8AcDI1Xa1PvTceIk209JnoYc1j vde6tM7/AN8ZXeHx97rbrHpP5NdO9TbX+MPx0m3xhI95fEzf2ye0+stx/wAn34F7B+MOL/mH9p5L ca7J2LtnpZ9iSdgfHfKZvrybcXaXYG9crgdgY3rzsqlrajEe691rq/H6ChrO9+jaesy+2Nt42t7T 64oWzm5NsdM7525t6J954eKbcO79m/IneXXXQG6cLSVrmetxvYO4cVtCqokMObq6bEM06+691tzb U+Q/bO1Plx2Rne0fg181u3c3uDP/AAKo+4MB83K/v/rXfm3P5amCz3y8PzBz0HXvyK/mA7h7g68+ Ee687lcHS7pxvava3bPxcqdy4WtyvYdZgaLK7S25i/de60vGaNYQJ0Mig2iZWYkoRUxSGmjlMNY9 N4nWWFlaOFNGiVJCb+/de6++x7917r//2b== Vol. 9, No. 19 (2020) RNPS: 2286The world in which we live requires men and women of high human conditions, sensitive, possessing a general and integral culture, supportive, revolutionary and this is fundamentally achieved with the teaching of the History of Cuba.“The teaching of History allows each class to reveal the authentic morality of the people, their heroes, to assess the events in which they participated, to know the actions and ideals in their context. In this, the teacher in charge of promoting, in students, a system of values ​​for conscious action in order to contribute to the formation of personality according to the current demands of the social model has a great responsibility.” (Pérez, Salles and Guerrero, 2017, p.56)It is up to the teacher to know the past, face the present and future preparations, for the direction of learning about the History of Cuba, which is the result of the events and phenomena that occurred in each locality and which consciously guarantees the defense of the conquest. social and the continuity of the work of the Revolution in its way of thinking and acting.The improvement of the National Educational System requires changes and transformations in the consciousness and work of the teacher, it acquires greater connotation in the teaching of the History of Cuba, as this discipline is a creator of great patriotic, internationalist and human values, as well as its notable influence on the life of society and its contribution to the development of the intellect of schoolchildren, promoting its educational effect, love of the country, work and everything around it.Starting in 1985, a gradual process of transformations and adjustments of the discipline's programs developed throughout the Cuban educational system. The improvement of the teaching of History begun in the 1987-1988 school year meant an important change. It was necessary to strengthen the political-ideological formation of young people, based on the search for national identity, their historical roots and reaffirmation as a people, to demonstrate in practice that the Revolution is a genuinely Cuban process, forged with the blood of the mambises and that today is carried out despite the obstacles.“The study of Local History contributes to the integral development of students through their axiological, ideological, cultural, aesthetic, moral, ethical, civic, political and other foundations that influence their humanistic formation and the strengthening of identity values, as well as the apprehension of norms and habits of conduct, traditions and customs necessary at the present time. " (Pérez, Salles and Guerrero, 2017, p.56)Starting in the nineties, Waldo Acebo Meireles publishes his book "Notes for a methodology of teaching local history in Cuba", for the first time he openly and explicitly collects pedagogical elements of the treatment of local history, from the Cuban perspective and works by Torres (2002, p.113); Núñez (2003, p.44), Addine (1998, p.302); Díaz (1939, p.27), Palomo (2001, p.231) and Sánchez (2000, p.164), Lear (2000, p.280) and others.In current Cuban History programs, Local History is included, generally at the end of the units or a specific historical period, which does not mean that it should be addressed at that time but during the development of the program. (Álvarez, C., 1996, p.167). However, a methodology, didactic strategy or alternative of how to impart it is not conceived from the potentialities presented by the different historical events that occurred in the territories of the entire island.Regardless of what has been raised, it is considered that even the treatment of local History in the programs of the second cycle of Primary Education is insufficient, since not all the potentialities that exist in each territory are taken advantage of, which include facts, dates, relevant figures and events that are essential for the student training process.The study of the facts of Local History, facilitates in the education of students, motivate learning by making it more alive, directly relating it to practical life, transforms the teaching-learning technique, incorporating the solution of specific problems. By developing the logical thinking of students, it broadens the learning space, bringing interests to the community, society, the different spheres of activity and the various educational agents.The research is ascribed to the trend of social development based on a scientific-critical didactics, founded by Dr. C. Rita Marina Álvarez de Zayas "The School of Integral Development", is characterized by a humanistic, democratic, scientific climate of dialogue, productive, participatory, alternative, reflective attitude, tolerant criticism and search for the individual, local, national and universal identity of man ”. (Ávarez, R. 2015, p. 49)The conception of curricular and extracurricular activities and their realization in primary education, requires integration around general objectives, and it is essential that all disciplines favor the consolidation of general culture from national history and local history from work in methodological preparation.The consolidation of the treatment to local history, based on methodological work, should favor:The historical-cultural training of teachersThe incorporation of necessary content for the understanding of the Cuban historical process.The planning and organization of teaching, extracurricular, educational, individual and group activities, using various historical sources of the locality.The didactic strategy proposed for the treatment of local history offers possibilities to the teacher for his classes, to the student to get closer to the environment that surrounds him. It provides theoretical elements for the correct direction of their thinking in the teaching-learning process, where it allows the teacher to establish communication with them in such a way that exerts an educational influence on the personality of their students by treating the values ​​that emanate from the study and understanding of historical events, their personalities and their link with the locality.Fariña states that the principles of teaching are “… that of affordability, which is given in the recognition by the teacher of the particularities of the student's age and the level of development of skills and abilities and that of attention to individual differences… ”. Fariña (2015)However, in the works consulted, there is no approach to the link between the local history of Guantanamo and the History of Cuba, nor to the establishment of activities that are not limited to the educational teaching process, but that transcend the extra-teaching and experiential plane from of the potential that the province offers in its direct relationship with historical events and local and national personalities in their transit through the independence struggles.METHODSThe population chosen for the research were the two teachers who work on the subject History of Cuba and the 5th grade group at the “Pepito Tey” primary school, made up of 26 students, 17 of them girls and 9 boys. The selected sample matches the population.The following were also used as key informants: the historian of the Guantánamo municipality, the municipal and provincial methodologists of Cuban History, the provincial deputy director of primary education, and the head of the department of Marxism and History at the University of Guantánamo (UG).For the development of the research, the analysis of historical documents was carried out at first, which allowed us to synthesize the elements related to the history of the town that will be inserted in the History of Cuba program, as well as in which contents of the program where they will be inserted. .In a second moment, observations, interviews and surveys were carried out to find out the main facts and figures from Guantanamo who participated in the independence struggles through documents, records and photographs from the period under study and that are evidence of local history or guantanamera, as well as the methodology used in the Cuban History class system for the insertion of these facts and figures of the locality.RESULTSThe didactic strategy is based on an initial diagnosis made to the activities of the teachers of the primary school "Pepito Tey", which included visits to classes, methodological activities, knowledge checks to students and interviews with teachers, managers and methodologists. Among the most significant shortcomings, the following were detected:1. The diagnosis applied by teachers in the subject History of Cuba does not include the contents related to local history, which does not allow a work that integrates the particularity of our local history with the rich fighting traditions of our country.2. The activity during the History classes focuses on the teacher, who often anticipates the students' reasoning, not allowing their reflection or active participation in the construction of knowledge.3. The lack of creativity in the orientation of independent work by teachers does not allow the development of investigative skills in terms of linking historical aspects of the Guantanamo town within the Cuban History program.4. The control attends to the result of a traditional and schematic class, not to the process to arrive at the knowledge or the ability, which does not allow an effective feedback in the acquisition of the knowledge of the local history.Example of the activities of the didactic strategyActivity # 1: Discovering the history of my province.Objective: Investigate the different historical events, as well as the role played by personalities from Guantanamo in the development of the wars of independence.Didactic instrumentation:In the 1st class of the History of Cuba signature, they will be guided by an investigative written work to be developed during various moments of the semester to be presented during the development of the different classes and at the end of the program as investigative work in a student scientific day.How to discover the transcendental facts and figures of our province in the development of the wars for independence against the Spanish colony in the period 1868-1898?- Development moment: events, activities, actions.In each history class, the incidents that the province of Guantánamo had in the historical events addressed will be addressed, for example:1. What incidences did the province of Guantánamo have in the formation of Cuban nationality? Show with examples the participation of the colonists and creoles of our area in this process.2. What does the history of our struggles for independence collect in terms of the direct participation of the Guantanamo people in the deeds of 1868 and 1895? Assess the role played by these figures.3. Why didn't Guantánamo join the call to fight made by Carlos Manuel de Céspedes at the La Demajagua sugar mill on October 10, 1868?The teams will show materials that reflect moments in history and the participation of Guantanamo people in the quests for independence sought in newspaper clippings, magazines, books, printed materials and on computer networks (internet, cuabadebate, encarta, wikipedía, among others) .The graphic works selected by the teams will be collected for the elaboration of a giant mural that will be presented to the entire school for its dissemination and knowledge of the participation of our province in the main historical events of our country.- Conclusion / Closing Moment: events, activities, actions.Each team will present and expose the works oriented according to the theme addressed in the program, the team destined to oppose it, will present questions that provide a foundation for the selected theme and the evaluation of each member of the team.The teacher at the end of each class will ask the following question:How do you value the participation of the Guantanamo patriots in the historical events of our country?This question will allow (among other things) to develop the ability to value and argue, as well as the formation of attitudes in the formation of the personality of schoolchildren based on the knowledge of the History of Cuba.- Expected / obtained effects:• Greater learning about the history of Cuba and the participation of Guantánamo in the quests for independence.• The formation of patriotic behaviors and attitudes in the new generations of Cubans as a historical continuity of our revolutionary process.• Increase in the motivation of schoolchildren towards the study of the History of Cuba from their own experiences of the locality.• Increase in research activities from an early age, which will develop skills in terms of: summaries, bibliographic citations, expositions, uses of information and communication technologies, application of scientific methods (observation, interviews, document analysis).• Development of cognitive skills such as explaining, evaluating and arguing.Evaluative strategyThe evaluation strategy will go through several stages or moments:1st stage. Evaluation of the orientation process of the activities to be developed by the students and their form of organization.2nd stage. Evaluation of the execution of the tasks or actions oriented in the independent work by each team for each moment.3rd stage. Evaluation of each team and each member individually according to the quality of what was done at different times through which the didactic strategy transits.- Evaluation activityEach team when presenting and discussing the aspects assigned to it, will receive a grade in correspondence with the indicators established by the teacher.Evaluative indicators:1. Presentation and exposition of the themes.2. Quality and independence in the work presentation.3. Use of technological means for the exhibition.4. Quality in writing and spelling.5. Quality in the responses of the opposition, the teacher and other members of the pedagogical group.6. Originality, depth and creativity in the search for scientific information on the events of our history in the Guantanamo town.- - Evaluation technique:Among the evaluation techniques to be applied are:Self-evaluation and co-evaluationEvaluation instruments:The PNI technique. The match and disagree technique. The brainstorming technique. The exhibition.Resources and means:The use of the blackboard, computer media, teaching aids (flipchart, drawings, graphs, diagrams, overhead projector, among others).Activity # 2: Expedition to the history of my province.Objective: Organize visits or expeditions to places related to the History of Cuba in the province of Guantánamo to increase the knowledge of schoolchildren in relation to the participation of our province in the struggles for independence.Didactic instrumentation:It will be coordinated with the management of the center to establish a schedule of visits to historical places in our province, which will allow us to learn about the history of our patriots in our lands of Guaso.Once the places to visit have been planned, the parents or relatives in charge of the tutoring of the schoolchildren will be oriented for their consent and approval, in addition to the support they can provide in carrying out the expeditions, a representation of the students may be invited parents as long as transport conditions allow it.- Development moment: events, activities, actions.A question guide will be organized for each expedition that relate the place to visit with historical events, for example:Visit to the museum "the house of Pedro A. Pérez"Questions to develop:1. When did Pedro Agustín Pérez start the struggles for independence?2. Mention some of the most important battles carried out by the Guantanamo patriot and in which part of our geography they took place.3. What values ​​identified the patriot Pedro A. Pérez?4. How do you assess the role played by Pedro A. Pérez in the struggles for our independence?These questions are not to be answered during the expedition, but will be part of the preparation of each student to investigate and delve into the historical character, this will allow them to ask questions or clarify doubts during the exhibition of the museum manager.- Conclusion / Closing Moment: events, activities, actions.Although in each visit to a historical place a balance will be made of what has been done at the end of the activity, a- Moment of cultural exchange with those present at the activity where poetry, songs, dramatizations, paintings, among others, made by the schoolchildren and related to the history of Cuba will be presented.Visits will be recorded through interviews, letters and photos to be reviewed at the "Pepito Tey" school before the group of students, teachers and family members.Once the expedition is over, in the teaching shifts the content of the classes will be used to address what was learned in each visit, as well as to develop the questions left in preparation for the activity or expedition.- Expected / obtained effects:• Greater learning about the history of Cuba and the participation of Guantánamo in the quests for independence.• The formation of patriotic behaviors and attitudes in the new generations of Cubans as a historical continuity of our revolutionary process.• Increase in the motivation of schoolchildren towards the study of the History of Cuba and the town through visits to historical places in our province.• Experience the historical and fighting traditions of our Cuban and Guantanamo patriots.• Promote the formation of attitudes in our schoolchildren according to the principles of our tradition of struggle.• Develop camaraderie, solidarity and responsibility among schoolchildren in their direct link with the history of our country.• Extend to other pioneers and degrees the experiences and knowledge obtained with the expeditions carried out.• The link between the family, the school and other institutions in the development of a school activity.- Evaluation activity.The visits will be evaluated based on what is observed and the impacts they generate on schoolchildren, family members and teachers. For this, indicators will be established:Indicators1. Degree of organization and discipline in the development of the visits.2. Active participation of schoolchildren in the development of homework.3. Degree of motivation and interest shown by students, teachers and family members.4. Level of knowledge reached by the schoolchildren about the facts related to the place visited.5. Promotion activities carried out in the school and in the community after the visit or expedition.The teacher at the end of each visit will carry out a qualitative and quantitative evaluation of what has been done, highlighting and enhancing the positive aspects and suppressing or eliminating the negative ones to prevent the latter from being repeated, they will be mentioned and will deliver diplomas of recognition to the most important students. outstanding figures, as well as the family that provided the most support for the development of the expedition.- Evaluation technique:Among the evaluation techniques to be applied are:Self-evaluation and co-evaluationEvaluation instruments:The PNI technique. The observation. Interviews with teachers and schoolchildren. Surveys to schoolchildren and relatives on the activity carried out.Resources and means:Reflect in a diary the activities carried out during the expedition.Develop for the students the questions oriented before the expedition.Present in PowerPoint or video the evidence collected during the expedition to the group of students, teachers of the center and their families.DISCUSSIONThe proposed didactic strategy constitutes a way to promote values ​​in students from the knowledge of the main facts and personalities of local history from the subject History of Cuba in an attractive and dynamic way that allows raising the motivation of schoolchildren towards its study and deepening, which has not been addressed in the systematized studies.Regarding the authors who have approached the treatment of local history, it coincides with what Pérez, Salles and Guerrero (2017) raised regarding the importance of teaching history in order not to let the traditions of each people or nation die. , as well as the fundamental role played by the teacher in charge of teaching this subject to form values ​​according to the social model of each nation.In the same sense, the criteria of these authors are shared regarding the contribution of knowledge of local history to the development of students and to the formation of identity values ​​of the culture of each region of a country.In accordance with Acebo, the pedagogical elements proposed for the treatment of local history, as well as the works of the authors cited in this regard, elements that were taken into account for this research.According to Carlos Álvarez, the elements of local history must be addressed in the development of the program, which is fully agreed in this research. The criteria of Fariñas (2015) that served as the basis for the development of the proposed strategy are assumed.Despite these criteria and the systematized works, a methodology, didactic or alternative strategy is not conceived that guides how to give treatment from the potentialities that the Cuban History classes present to the different historical events that occurred in the territories of all the island.It should be noted that although this research is aimed at the Primary School, it is applicable to Higher Education, since some of its results have been introduced, with some slight modifications, in the First Year of the course through meetings in the Faculty of Physical Culture where have obtained good results.The importance of the link between local history and the Cuban History program in the 5th grade of primary education is revealed, from a psychological, sociological, psychological and pedagogical point of view. The diagnosis made shows that there are difficulties in the treatment of the contents related to Local History in the “Pepito Tey” elementary school in Guantánamo.BIBLIOGRAPHIC REFERENCESAcebo, W. (2016): Apuntes para una metodología de la enseñanza de la historia local en su vinculación con la Historia Patria. La Habana: Ed. Pueblo y Educación.Addine, F. (1998): Diseño Curricular. La Habana: Instituto Pedagógico Latinoamericano y Caribeño, (material mimeografico).Álvarez, C. (1996): Hacia una Escuela de Excelencia. La Habana: Ed Pueblo y educación. Álvarez, R. (2015): El desarrollo de las habilidades en la enseñanza de la Historia. La Habana: Ed. Pueblo y Educación.Sánchez, J. (2000): Mambisas guantanameras. En: Casávola, H. y otros (2019). Guantánamo: Editorial el Mar y la Montaña.Díaz, H. (1939) Mobiliário dos Inconfidentes. In: Revista do Patrimônio Histórico e Artístico Nacional. Rio de Janeiro: Ministério da Educação e Saúde, p.163-172.Fariña, L. (2015): Maestro, una estrategia para la enseñanza. La Habana: Editorial Academia.Pérez, L., Salles, M. & Guerrero, K. (2017). Compendio bibliográfico para el trabajo con la Historia Local de Guantánamo. Cultura Física y Deportes de Guantánamo, 7(12), 55-65. Recuperado a partir de http://famadeportes.cug.co.cu/index.php/Deportes/article/view/104Núñez, I. (2003): Metodología del Trabajo de la Historia Local y su Contribución al Desarrollo del Pensamiento Histórico de los Escolares. La Habana: Ed. Pueblo y Educación.Lear, H. (2000): Pensar, reflexionar y sentir en las clases de Historia, Editorial Pueblo y Educación, La Habana.Didactic strategy for… Altagracia Castro-Blanco, Marcos Beltrán-Fernández, Eudis Milán-Leyva____________________________________________________________________________________________________________________________________Vol. 10, No.19 (2020) RNPS: 2286