Research project to propose a teaching strategy for teaching cyclical temporality as part of the history teaching-learning process at the Amazonas Public Education Institution in District 6 of the Quito Canton, Ecuador.

Abstract

This research seeks to improve the teaching of historical temporality at the "Amazonas" Educational Institution in District 6 of Quito Canton, Ecuador, through a didactic strategy for teaching cyclical temporality. It is justified by the need to overcome the linear and hegemonic view of history that renders marginalized groups invisible and weakens students' individual and collective identities. The methodology is interventional, applied, and uses mixed methods, combining qualitative and quantitative analysis in a sample of one hundred students and twelve teachers. The anticipated results show that the incorporation of cyclical temporality strengthens collective identity, fosters critical and inclusive thinking, and projects more equitable historical learning.