出版社：Australian Institutes for Educational Research
摘要：The objective of this article is to analyse the teaching of three topics that are decisive inthe contemporary history of Colombia: violence, drug trafficking and armed conflict. It isof fundamental interest to define the incorporation of the development of historicalthought in the classrooms through the analysis of textbooks, the material most widelyused by social science teachers in the country. Emphasis was placed on content analysis,cognitive level, concepts and historical thinking skills in three textbooks published byimportant publishing houses in the country, and currently being used in Colombianclassrooms. A mixed methodology that combined both qualitative and quantitativeinformation was used. An Access database was built and information was exported to theStata or Nvivo programs. The analysis of the textbooks reviewed revealed animpoverishment of historical discourse and a cognitive model of deficient learning, inwhich higher intellectual capacities such as analysis, synthesis, conceptualisation,information management, systemic and critical thinking, research and metacognition,were not promoted. Most of the proposed activities required from the students onlyactions with a minimum level of complexity such as transcription, repetition andmemorisation of information.
