Enseñanza de la Historia, y el Conflicto. Una Revisión Teórica

Elizabeth Montanares, Matías González-Marilicán, Daniel Llancavil, Gabriela Vasquez-Leyton

Producción científica: Contribución a una revistaArtículo de revisiónrevisión exhaustiva

4 Citas (Scopus)


This article presents a review of theoretical and empirical research on the role of history teaching in the construction of peace in "conflict" areas, territories whose population is exposed to episodes of violence due to the opposing interpretations they elaborate of a specific event of the past. To this end, the results of studies conducted between 2000 and 2020 were analyzed, using the following criteria: geographical scope of the studies (Europe, United States and Latin America), hosted in the Web of Science and Dialnet databases. From the review, three categories of analysis were established: history teaching, identity and narratives in Anglo-Saxon studies, Latin America, curriculum and memory, and approaches to the Mapuche conflict. The results of the analysis showed the weight of student identity in the understanding of historical phenomena, the importance of historical narratives as an effective tool to open spaces for dialogue in the classroom by incorporating different perspectives on the same historical event. The role of teachers was also noted as a key factor in the adaptation and transformation of these contents, which are addressed by national curricular frameworks from ethnocentric perspectives.

Título traducido de la contribuciónTeaching History, and Conflict. A Theoretical Review
Idioma originalEspañol
Páginas (desde-hasta)119-131
Número de páginas13
PublicaciónRevista Internacional de Educacion para la Justicia Social
EstadoPublicada - 2022

Palabras clave

  • Conflict
  • Intercultural contexts
  • Narratives
  • Social justice
  • Teaching history

Áreas temáticas de ASJC Scopus

  • Educación
  • Sociología y ciencias políticas


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