Art as a pedagogical tool for teaching and learning history
DOI:
https://doi.org/10.62452/jez9kq23Keywords:
History education, art as a pedagogical tool, meaningful learningAbstract
The teaching of history in basic education faces the challenge of fostering students’ interest and promoting meaningful learning, particularly in contexts where historical contents are perceived as distant from everyday life. In response to this challenge, this essay aims to reflect on the use of art as a pedagogical tool for teaching and learning history, drawing on national and international research as well as on an analysis of the rural secondary school context. From a reflective and argumentative perspective, the paper examines the potential of art as a pedagogical trigger, as a historical source, and as a mediator of aesthetic experience, highlighting its contribution to the development of historical thinking, the understanding of social processes, and the ethical formation of students. Likewise, the relevance of integrating art into history teaching is analyzed in light of the principles of the Nueva Escuela Mexicana, emphasizing its capacity to connect school knowledge with local culture and community experience. The essay concludes that art, when intentionally integrated into teaching practice, represents a viable and contextualized pedagogical alternative that promotes a more meaningful, critical, and socially engaged approach to history education, particularly in rural secondary education settings.
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