Historical perspective and emotionality in the training of Portuguese and Spanish History teachers
DOI:
https://doi.org/10.21814/rpe.24676Keywords:
Historical empathy, History teaching, Teacher training, Secondary Master's Degree, Child labourAbstract
This article presents the results of a study that aims to assess the ability of future Portuguese and Spanish teachers of History of Secondary Education to adopt a historical perspective. In order to achieve this, a sample of two comparable groups is used, consisting of 52 students from the University of Valladolid (Spain) and 42 students from the University of Minho (Portugal). The study is carried out in parallel with the two groups and uses as a strategy a contradicting activity using child labour in mining in the 19th century, where emotionality is strongly involved. Methodologically, this research approaches the qualitative paradigm through the interpretation of the informants' narratives and their systematization based on four subsequent categories, ranging from an adoption of perspective conditioned by the present to a historical understanding set in the proletarian life conditions. Finally, differences in historical perspective, if any, are explored based on the independent variable of gender. The results of the research show that, in both university groups, most of the Master' s students are grouped at intermediate levels of historical empathy and only a small group of the History teachers in training make fully contextualized explanations. Consequently, it can be considered that the emotional factor, when it violates the value framework of today's society, distances the sample from the patterns of the time and does not favour a complex understanding of the historical context.
Downloads
References
Armas, J., Moreira, A. I., & Prego, S. (2017). As narrativas históricas dos estudantes. Unha ferramenta clave nas aulas de historia. Revista Galega de Educación, 69, 32-36.
Borrás, J. M. (2013). Una historia recuperada. Las aportaciones de la infancia al crecimiento económico y a la subsistencia familiar. In J. M. Borrás (Ed.), El trabajo infantil en España (1700-1950) (pp. 9-26). Icaria Editorial.
Carril-Merino, M. T., Sánchez-Agustí, M., & Muñoz-Labraña, C. (2020). Empatía histórica en futuros profesores de primaria: El trabajo infantil en el siglo XIX. Educação e Pesquisa, 46, 1-18. https://doi.org/10.1590/S1678-4634202046215492
Chapman, A. (2021). Introduction: Historical knowing and the ‘knowledge turn’. In A. Chapman (Ed.), Knowing in schools - Powerful knowledge (pp. 1-31). University College of London.
Chrysikou, E., & Thompson, J. (2015). Assessing cognitive and affective empathy through the interpersonal reactivity index: An argument against a two-factor model. Assessment, 23(6), 769-777. https://doi.org/10.1177/1073191115599055
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge.
Crespo, F. J., & Hernández-Franco, J. (2017). La construcción del modelo de paternidad en España (1870-1920). Relaciones: Estudios de Historia y Sociedad, 38(150), 215-246. http://www.revistarelaciones.com/index.php/relaciones/article/view/REHS15008
Creswell, J. (2014). Research design. Qualitative, quantitative, & mixed methods approaches. Sage.
De Corte, K., Buysse, A., Verhofdstadt, L., Roeyers, H., Ponnet, K., & Davis, M. (2007). Measuring empathic tendencies: Reliability and validity of the Dutch version of the Interpersonal Reactivity Index. Psychologica Belgica, 47(4), 235-260. http://doi.org/10.5334/pb-47-4-235
Díaz, B., Rodríguez, K., & Santa Cruz, H. (2015). Propiedades del Índice de Reactividad Interpersonal (IRI) en alumnos del ISTP "San Luis" de Trujillo. Revista "Jang", 2(1), 1-14. https://revistas.ucv.edu.pe/index.php/jang/article/view/1907
Domínguez, J. (2015). Pensamiento histórico y evaluación de competencias. Graó.
Endacott, J., & Brooks, S. (2013). An updated theoretical and practical model for promoting historical empathy. Social Studies Research and Practice, 8(1), 41-58. https://doi.org/10.1108/SSRP-01-2013-B0003
Esteves, A., & López-Torrijo, M. (2005). La integración educativa en Portugal. Un análisis de la enseñanza obligatoria. Revista Española de Educación Comparada, 11, 315-356. https://revistas.uned.es/index.php/REEC/article/view/7413
Ferreira, C. (2004). A empatia histórica da “censura no Estado Novo em Portugal”: Um estudo com alunos de 9.º ano de escolaridade [Dissertação de mestrado não publicada]. Universidade do Minho.
Flick, U. (2015). El diseño de investigación cualitativa. Ediciones Morata, S.L.
Foster, S. (1999). Using historical empathy to excite students about the study of History: Can you empathize with Neville Chamberlain?. Social Studies, 90(1), 18-24. https://doi.org/10.1080/00377999909602386
Foster, S. (2001). Historical empathy in theory and practice: Some final thoughts. In O. L. Davis, E. A. Yeager, & S. J. Foster (Eds.), Historical empathy and perspective taking in the social studies (pp. 167-181). Rowman & Littlefield.
Gómez, C., Ortuño, J., & Molina-Puche, S. (2014). Aprender a pensar históricamente. Retos para la historia en el siglo XXI. Tempo & Argumento, 6(11), 5-27. https://doi.org/10.5965/2175180306112014005
Gómez, C., Solé, G., Miralles, P. & Sánchez, R. (2020). Analysis of cognitive skills in History textbook (Spain-England-Portugal). Frontiers in Psychology, 11, 521115. https://doi.org/10.3389/fpsyg.2020.521115
González, N., Henríquez, R., Pagès, J., & Santisteban, A. (2009). El aprendizaje de la empatía histórica en educación secundaria. Análisis y proyecciones de una investigación sobre la enseñanza y el aprendizaje del conflicto y la convivencia en la Edad Media. In R. M. Ávila, B. Borghi, & I. Mattozzi (Eds.), La educación de la ciudadanía y la formación del profesorado. Un proyecto educativo para "la estrategia de Lisboa" (pp. 283-290). Pàtron Editore.
Goulart, P. (2011). Essays on schooling and child labour in Portugal [Tese de doutoramento não publicada]. Universidade Erasmus de Roterdão.
Hawk, S., Keijsers, L., Branje, S., van der Graaff, J., de Wied, M., & Meeus, W. (2013). Examining the Interpersonal Reactivity Index (IRI) among early and late adolescents and their mothers. Journal of Personality Assessment, 95(1), 96-106. https://doi.org/10.1080/00223891.2012.696080
Jensen, J. (2008). Developing historical empathy through debate: An action research study. Social Studies Research and Practice, 3(1), 55-67. https://doi.org/10.1108/SSRP-01-2008-B0004
Kamas, L., & Preston, A. (2018). Can empathy explain gender differences in economic policy views in the United States? Feminist Economics, 25(1), 58-89. https://doi.org/10.1080/13545701.2018.1493215
Lee, P. (2014). Fused horizons? UK research into students’ second-order ideas in history: A perspective from London. In M. Köster, H. Thünemann, & M. ZülsdorfKirsting (Eds.), Researching History education: International perspective and disciplinary traditions (pp. 170-194). Wochenshau Verlag.
Lee, P., & Shemilt, D. (2011). The concept that dares not speak its name: Should empathy come out of the closet? Teaching History, 143, 39-49.
Lévesque, S. (2008). Thinking historically: Educating students for the twenty-first century. University of Toronto.
Lillo, S. (1904). Subterra. Imprenta Moderna.
Lopes, M. A. (2011). Nacer y sobrevivir: La peligrosa infancia en Portugal durante los siglos XVIII y XIX. In F. Núñez (Ed.), La infancia en España y Portugal: Siglos XVI-XIX (pp. 43-68). Ediciones Sílex.
Martínez, L. (2011). Los inicios de la legislación laboral española: La ley Benot. Revista Aequitas, 1, 25-70.
Mestre, V., Frías, M. D., & Samper, P. (2004). La medida de la empatía: Análisis del Interpersonal Reactivity Index. Psicothema, 16(2), 255-260. https://www.psicothema.com/pi?pii=1191
Moreira, A. I. & Armas, J. (2018). Representações de professores do ensino básico de Portugal sobre a História, o currículo e o ensino. In E. López, C. García, & M. Sánchez (Coord.), Buscando formas de enseñar: Investigar para innovar en didáctica de las ciencias sociales (pp. 575-584). Ediciones Universidad de Valladolid.
Navarro, J. (2004). Escuelas y castigos en niños y adolescentes. Anuario de Filosofía, Psicología y Sociología, 7, 67-94.
Pinto, H., & Molina-Puche, S. (2015). La educación patrimonial en los currículos de ciencias sociales en España y Portugal. Educatio Siglo XXI, 33(1), 103-128. https://doi.org/10.6018/j/222521
Portal, C. (1990). Empathy. Teaching History, 58, 36-38.
Rodrigues, A. (2017). A empatia histórica sobre o quotidiano cortesão medieval: Um estudo com alunos do 10.º ano do ensino secundário [Relatório de estágio de mestrado]. Universidade do Minho.
Rodríguez, R., & Solé, G. (2018). Los manuales escolares de Historia en España y Portugal. Reflexiones sobre su uso en educación primaria y secundaria. ARBOR, 194(788), a444. https://doi.org/10.3989/arbor.2018.788n2004
Rodríguez-Medina, J., Gómez-Carrasco, C., López-Facal, R., & Miralles-Martínez, P. (2020). Tendencias emergentes en la producción académica de educación histórica. Revista de Educación, 389, 211-242. https://doi.org/10.4438/1988-592X-RE-2020-389-460
Ruíz, C. (2013). La fábrica o la escuela. Trabajo infantil y educación protectora en la España de los siglos XIX y XX. Dickinson.
Rule, J. (1990). Clase obrera e industrialización. Historia social de la revolución industrial británica, 1750-1850. Editorial Crítica.
Sáiz, J. (2013). Empatía histórica, historia social e identidades: Pensar históricamente la conquista cristiana de la Valencia musulmana con estudiantes de 2.o ESO. Clío, 39, 1-20. http://clio.rediris.es/n39/articulos/historiasocial/saiz.pdf
Sáiz, J., & Barca, I. (2019). Narrativas nacionais de estudantes espanhóis e portugueses. Cadernos de Pesquisa, 49(172), 78-95. https://doi.org/10.1590/198053145414
Sallés, N., & Santacana, J. (2016). Los grupos de innovación educativa en la enseñanza de la Historia en España: Análisis póstumo de los resultados de la aplicación del método por descubrimiento y estado de la cuestión de los aprendizajes por descubrimiento. Educatio Siglo XXI, 34(2), 145-66. https://doi.org/10.6018/j/263851
Santisteban, A. (2010). La formación de competencias de pensamiento histórico. Clío & Asociados, 14, 34-56. https://www.clio.fahce.unlp.edu.ar/article/view/clion14a03
Sarasúa, C. (2006). Trabajo y trabajadores en la España del siglo XIX. In J. M. Matés & A. González (Eds.), Historia económica de España (pp. 1-24). Ariel.
Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Nelson.
Shemilt, D. (1984). Beauty and the philosopher: Empathy in History and classroom. In A. Dickinson, P. Lee, & P. Rogers (Eds.), Learning History (pp. 39-84). Heinemann Educational Books.
Silva, M. (2018). A empatia como estratégia para o ensino-aprendizagem em História. [Relatório de estágio de mestrado]. Universidade do Porto.
Silva Pinto, A. (1896). Noites de vigilia: Apontamentos pela vida fora. Empreza Litteraria Lisbonense.
Solé, G., Pacheco, E. & Soares, L. (2020). Formação de professores de Geografia e de História: Uma década de investigação-ação pós Bolonha. Revista Interuniversitaria de Formación del Profesorado, 34(3), 33-56. https://doi.org/10.47553/rifop.v34i3.81879
Teixeira, A. (2017). As práticas antissemitas ao longo do “regime nazi”: Um estudo sobre a empatia histórica de alunos do 9.º ano de escolaridade [Relatório de estágio de mestrado]. Universidade do Minho.
Trepat, C. A. (1995). Procedimientos en Historia. Un punto de vista didáctico. Graó.
Viñao, A. (2005). Tiempos familiares, tiempos escolares (trabajo infantil y asistencia escolar en España durante la segunda mitad del siglo XIX y el primer tercio del XX). História da Educação, 9(17), 33-50. https://seer.ufrgs.br/index.php/asphe/article/view/29198
Wineburg, S. (2016). Why historical thinking is not about history. History News, 71(2), 13-16.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Portuguese Journal of Education
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1. The authors preserve their authorship and grant the Portuguese Journal of Education the right to the first publication. The work is licensed under Creative Commons Attribution License that allows sharing the work with the acknowledgment of initial authorship and publication in this Journal.
2. The authors have the right to take additional contracts separately, for non-exclusive distribution of the published version of their work (e.g. to deposit in an institutional repository or as a book chapter), acknowledging the initial authorship and publication in this Journal.
3. The authors have the permission and are stimulated to post their work online (e.g. in an institutional repository or on their personal website). They can do this at any phase of the editorial process, as it may generate productive changes, as well as increase impact and article citation (see The Open Citation Project).
The work is licensed under Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
