Keywords
history education
primary education
teachers cultura histórica
educación histórica
educación primaria
profesorado
How to Cite
Abstract
Understanding history education requires examining teachers and their view of the past, something that is influenced by historical culture. This study, carried out with 105 primary school teachers from six Spanish Autonomous Communities, makes use of their ideas about those historical figures connected to the history of Spain that they perceive as most relevant in order to analyse the historical significance criteria used and the influence of cultural references linked to non-formal and informal education. The results, obtained using a semi-structured questionnaire, were analysed quantitatively and qualitatively, allowing to identify how teachers make use of significance criteria linked to the generation of changes and the perception of relevance in that historical period, although the resonance between the past and the present is not always perceived. On the other hand, the present did appear to influence the way in which historical figures were perceived, and narratives of an exemplary nature influenced by historical culture analysed were detected in the arguments used by teachers. The paper concludes with a discussion on the importance of reflecting on these categories in order to improve history teaching.
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