Conciencia histórica
el enigma de los diferentes paradigmas
DOI:
https://doi.org/10.5433/2238-3018.2023v29n2p010-040Palabras clave:
Conciencia Histórica, cultura histórica, filosofía de la historia, hermenéutica, investigación en didáctica de la HistoriaResumen
Para que la conciencia histórica sea posible como objeto de investigación en la Didáctica de la Historia, es necesario desvelar sus fundamentos multidisciplinares, evitando así enfoques y resultados contradictorios. El objetivo de este artículo, por tanto, es esclarecer el enigma de sus diferentes paradigmas. Discutimos dos paradigmas interrelacionados: uno que interpreta la conciencia histórica como un fenómeno colectivo característico de la sociedad occidental moderna, y otro que aborda la conciencia histórica a nivel individual como una categoría cognitivo-epistemológica. Mostraremos que varios malentendidos en la investigación educativa sobre la conciencia histórica surgen de la confusión entre estas dos conceptualizaciones y sus paradigmas subyacentes. No obstante, al destacar la noción de Wirkungsgeschichte (historia de los efectos) de Hans-Georg Gadamer, argumentamos que ambas conceptualizaciones no son completamente excluyentes entre sí. Incluir la conciencia históricamente afectada dentro de la noción de conciencia histórica ofrece una amplia gama de oportunidades tanto para los estudiosos de la educación histórica como para los docentes de Historia.
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