Publication: El contexto sociocultural en la formación de la cultura histórica: un estudio de caso con alumnado de enseñanza secundaria
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Date
2025-12-19
Authors
Muñoz Muñoz, Pablo
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Escuela Internacional de Doctorado
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Molina Puche, Sebastián ; Ortuño Molina, Jorge
Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/doctoralThesis
Description
Tesis por compendio de publicaciones
Abstract
INTRODUCCIÓN Y OBJETIVOS
El análisis y comparación de la cultura histórica del alumnado de secundaria constituye un material valioso para comprender la enseñanza de la historia en España. La presencia de nuevos canales de comunicación y narrativas transmedia plantea interrogantes sobre su influencia en la formación del conocimiento histórico y su competencia frente a la educación formal.
El objetivo principal de esta investigación fue analizar y comparar la cultura histórica de estudiantes y futuros docentes de Educación Secundaria en la Región de Murcia. Se concretó en otros específicos: identificar los personajes históricos considerados relevantes y sus características, reconocer las fuentes de conocimiento histórico del alumnado y analizar los valores asociados a dichos personajes desde una perspectiva de género.
METODOLOGÍA
La cultura histórica se configura a partir de elementos académicos y populares. En este marco resultan esenciales las representaciones sociales. Para su análisis se aplicó la “Teoría del Núcleo Central” de Moliner y Abric (2015) y el modelo de “Valores Motivacionales” de Schwartz (2006). Se incorporó, además, una perspectiva de género, dada la tradición androcéntrica de la historiografía.
La investigación adoptó un diseño mixto, no experimental y descriptivo, combinando técnicas cualitativas y cuantitativas. Los instrumentos fueron un cuestionario ad hoc, en el que se solicitaban los diez personajes más relevantes de la historia, y entrevistas semiestructuradas. La muestra, intencional y no probabilística, estuvo compuesta por 48 estudiantes de 4º ESO y 2º Bachillerato, y 26 estudiantes del Máster de Formación del Profesorado.
RESULTADOS Y CONCLUSIONES
Los resultados muestran una fuerte homogeneidad en la elección de personajes históricos, con predominio de figuras masculinas, occidentales y vinculadas al ámbito político-militar, especialmente asociadas a conflictos como las Guerras Mundiales o la Guerra Civil Española. Esta tendencia refleja la centralidad del conflicto y el sesgo androcéntrico en la memoria colectiva.
La escuela aparece como principal fuente de conocimiento histórico, por encima de medios extraacadémicos. Las narrativas digitales, aunque relevantes, refuerzan en muchos casos las versiones escolares tradicionales.
En cuanto a los valores, destacan Poder, Logro y Autodirección, mientras que Hedonismo, Tradición y Conformidad ocupan un lugar secundario. Resulta significativo que figuras científicas como Einstein o Tesla se vinculen con valores de “Conservación”, posiblemente por su escasa visibilidad en los materiales escolares. Los personajes masculino-políticos se asocian a la “Meritocracia”, y la “Apertura de mente-empatía” se atribuye a activistas y defensores de derechos humanos.
Las diferencias de género son notables: las alumnas eligen más personajes femeninos y los vinculan a valores colectivos como “Universalismo” o “Seguridad”. Los alumnos, en cambio, priorizan figuras masculinas y valores meritocráticos. Las pocas mujeres seleccionadas corresponden a reinas o científicas, reforzando estereotipos de cuidadoras o excepcionales.
La aplicación de la Teoría del Núcleo Central revela gran similitud entre grupos: Hitler, Napoleón, Franco, Einstein y Curie forman parte del núcleo estable. Este refleja una visión occidentalizada, individualista y centrada en el conflicto. El cinturón y la periferia resultan más flexibles, incorporando científicos y activistas. El nivel educativo superior no altera sustancialmente este núcleo, lo que sugiere una cultura histórica rígida y resistente al cambio.
En conclusión, se hace necesaria una enseñanza de la historia más crítica, inclusiva y plural, capaz de superar narrativas tradicionales y visiones estereotipadas. Es esencial combatir el “olvido” de las mujeres y de otras voces silenciadas. Los docentes deben recibir una formación que les permita abordar la complejidad del pasado y fomentar el pensamiento crítico en el alumnado. Asimismo, integrar fuentes informales de manera significativa puede enriquecer la enseñanza. Finalmente, resulta fundamental que los futuros profesores sean conscientes de su propia cultura histórica y de la de sus estudiantes para promover una ciudadanía responsable.
INTRODUCTION AND OBJECTIVES The analysis and comparison of secondary students’ historical culture provide valuable material for understanding history education in Spain. The rise of new communication channels and transmedia narratives raises questions about their influence on the formation of historical knowledge and their role in comparison with formal education. The main objective of this research was to analyze and compare the historical culture of students and future teachers of Secondary Education in the Region of Murcia. This goal was specified in three objectives: to identify the historical figures considered relevant and their characteristics, to determine students’ sources of historical knowledge, and to examine the values associated with these figures from a gender perspective. METHODOLOGY Historical culture is shaped by both academic and popular elements. Within this framework, social representations play a crucial role as shared meanings with identity, orientation, and justificatory functions. To analyze them, the “Central Core Theory” of Moliner and Abric (2015) was applied, which distinguishes between a stable core and a more flexible periphery. Additionally, Schwartz’s (2006) “Motivational Values” model was employed, describing ten universal values and highlighting intergenerational transmission and the role of history in collective memory. A gender perspective was also integrated, given the traditionally androcentric nature of historiography. The study followed a mixed-methods, non-experimental, and descriptive design, combining qualitative and quantitative techniques. The main instruments were an ad hoc questionnaire, in which participants listed the ten most important historical figures, and semi-structured interviews to complement their responses. The purposive, non-probabilistic sample consisted of 48 students from 4th ESO and 2nd Baccalaureate, and 26 students from the Master’s in Teacher Training program. RESULTS AND CONCLUSIONS The findings reveal strong homogeneity in the selection of historical figures, regardless of educational level. Male, Western (particularly European and Spanish), and political-military figures dominate, often linked to traumatic events such as the World Wars and the Spanish Civil War. This highlights the centrality of conflict and androcentrism in collective historical memory. School emerges as the main source of historical knowledge, prevailing over extra-academic sources. Digital and transmedia narratives, while relevant, often reinforce rather than challenge school-based accounts. In terms of values, Power, Achievement, and Self-direction prevail, while Hedonism, Tradition, and Conformity are less significant. Interestingly, scientific figures such as Einstein or Tesla are associated with “Conservation” values, perhaps due to their limited visibility in educational materials. Male political-military figures are linked to “Meritocracy,” whereas “Open-mindedness-empathy” is attributed to humanitarian leaders and rights advocates. Gender differences are notable: female students select more women and associate them with collective values such as “Universalism” and “Security.” Male students tend to “forget” women, prioritizing male figures and meritocratic values. The few women included are mainly queens or scientists, reinforcing stereotypes of caregivers or exceptional individuals. The application of Central Core Theory reveals strong similarity across groups: Hitler, Napoleon, Franco, Einstein, and Curie appear in the stable core. This reflects a Westernized, individualistic, and conflict-centered view of history. The surrounding and peripheral areas are more diverse, incorporating scientists and activists. Higher academic training does not substantially alter this core, suggesting a “fossilized” historical culture resistant to change. In conclusion, history education requires reorientation toward a more critical, inclusive, and multiperspective approach, capable of overcoming traditional narratives and stereotypes. Addressing the “forgetting” of women and marginalized voices is essential. Teachers, as key agents of change, need training to approach the complexity of history and to foster critical thinking in students. The meaningful integration of informal sources into the classroom could be an important step. Finally, future teachers should become aware of both their own historical culture and that of their students to promote responsible citizenship.
INTRODUCTION AND OBJECTIVES The analysis and comparison of secondary students’ historical culture provide valuable material for understanding history education in Spain. The rise of new communication channels and transmedia narratives raises questions about their influence on the formation of historical knowledge and their role in comparison with formal education. The main objective of this research was to analyze and compare the historical culture of students and future teachers of Secondary Education in the Region of Murcia. This goal was specified in three objectives: to identify the historical figures considered relevant and their characteristics, to determine students’ sources of historical knowledge, and to examine the values associated with these figures from a gender perspective. METHODOLOGY Historical culture is shaped by both academic and popular elements. Within this framework, social representations play a crucial role as shared meanings with identity, orientation, and justificatory functions. To analyze them, the “Central Core Theory” of Moliner and Abric (2015) was applied, which distinguishes between a stable core and a more flexible periphery. Additionally, Schwartz’s (2006) “Motivational Values” model was employed, describing ten universal values and highlighting intergenerational transmission and the role of history in collective memory. A gender perspective was also integrated, given the traditionally androcentric nature of historiography. The study followed a mixed-methods, non-experimental, and descriptive design, combining qualitative and quantitative techniques. The main instruments were an ad hoc questionnaire, in which participants listed the ten most important historical figures, and semi-structured interviews to complement their responses. The purposive, non-probabilistic sample consisted of 48 students from 4th ESO and 2nd Baccalaureate, and 26 students from the Master’s in Teacher Training program. RESULTS AND CONCLUSIONS The findings reveal strong homogeneity in the selection of historical figures, regardless of educational level. Male, Western (particularly European and Spanish), and political-military figures dominate, often linked to traumatic events such as the World Wars and the Spanish Civil War. This highlights the centrality of conflict and androcentrism in collective historical memory. School emerges as the main source of historical knowledge, prevailing over extra-academic sources. Digital and transmedia narratives, while relevant, often reinforce rather than challenge school-based accounts. In terms of values, Power, Achievement, and Self-direction prevail, while Hedonism, Tradition, and Conformity are less significant. Interestingly, scientific figures such as Einstein or Tesla are associated with “Conservation” values, perhaps due to their limited visibility in educational materials. Male political-military figures are linked to “Meritocracy,” whereas “Open-mindedness-empathy” is attributed to humanitarian leaders and rights advocates. Gender differences are notable: female students select more women and associate them with collective values such as “Universalism” and “Security.” Male students tend to “forget” women, prioritizing male figures and meritocratic values. The few women included are mainly queens or scientists, reinforcing stereotypes of caregivers or exceptional individuals. The application of Central Core Theory reveals strong similarity across groups: Hitler, Napoleon, Franco, Einstein, and Curie appear in the stable core. This reflects a Westernized, individualistic, and conflict-centered view of history. The surrounding and peripheral areas are more diverse, incorporating scientists and activists. Higher academic training does not substantially alter this core, suggesting a “fossilized” historical culture resistant to change. In conclusion, history education requires reorientation toward a more critical, inclusive, and multiperspective approach, capable of overcoming traditional narratives and stereotypes. Addressing the “forgetting” of women and marginalized voices is essential. Teachers, as key agents of change, need training to approach the complexity of history and to foster critical thinking in students. The meaningful integration of informal sources into the classroom could be an important step. Finally, future teachers should become aware of both their own historical culture and that of their students to promote responsible citizenship.
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Cidudanía responsable , Teoría del núcleo central , Perspectiva de género , Enseñanza de la historia , Valoraciones motivacionales , Relavancia histórica , Representaciones sociales , Historical culture , Social representations , Cultura histórica , Historical relevance , Motivational values , History teaching , Gender perspective , Central core theroy , Responsible citizenship
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