Implementation of the historical passage in primary education for the Teaching of History of Mexico.

Abstract

This study addresses the implementation of the historical corridor as a teaching strategy in a Primary School in a municipality in the southern state of Sonora, Mexico, based on the Mesoamerican Civilizations program content. A qualitative methodology was used, through the anecdotal record and interviews with 28 fourth grade students. The findings are made in relation to the development of three competencies: Management of historical information, Understanding of time and historical space, and Formation of a historical consciousness for coexistence. The promotion of the reading of complementary sources, teamwork, the involvement of the students in the construction of the historical corridor at the group level and the change of attitude towards the subject stand out.