Identification of Primary Education students with local and national historical narratives. Case study in a multicultural context

Abstract

This work analyses the relationship between the teaching of history and the formation of collective identities in the current society, which is characterized by cultural plurality. For this purpose, mainly qualitative research has been carried out with four data collection instruments and data triangulation which have allowed to verify the need to reformulate the historical contents due to the lack of representation of cultural diversity at schools. Despite this, the results have shown that the use of alternative methodologies that encourage research, cooperative work and critical thinking can be very useful to overcome the traditionally taught historical narratives present in the Primary Education curriculum