Publication: La sombra del ciprés es alargada. La leyenda negra en la enseñanza secundaria
Authors
Rodríguez Pérez, Raimundo A. ; Prieto Prieto, José Andrés
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Asociación Mundos Modernos
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©2021. The authors. This document is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the published version of a Published Work that appeared in final form in Tiempos modernos. To access the final edited and published work see DOI
Abstract
La leyenda negra tiene repercusión en el ámbito educativo, especialmente en la enseñanza secundaria. De ahí que sea importante desmentirla y analizarla en profundidad, evitando falsedades y promoviendo una educación crítica. Eso requiere modificar las metodologías y formas de evaluación más usuales en España. Dando protagonismo a los discentes y favoreciendo tareas cooperativas, así como trabajo con fuentes primarias. En este caso, los grabados de los siglos XVI y XVII permiten ir desmontando tópicos, a fin de conseguir un mejor aprendizaje de la Historia Moderna en niveles educativos intermedios.
The black legend has repercussions in the educational field, especially in secondary education. So it is important to deny it and analyze it in depth, avoiding falsehoods and promoting a critical education. This requires modifying the most common evaluation and methodologies and in Spain. Giving prominence to students and favoring cooperative tasks, as well as working with primary sources. In this case, the engravings from 16th and 17th centuries allow us to dismantle topics, in order to achieve a better learning of Early Modern History at intermediate educational levels.
The black legend has repercussions in the educational field, especially in secondary education. So it is important to deny it and analyze it in depth, avoiding falsehoods and promoting a critical education. This requires modifying the most common evaluation and methodologies and in Spain. Giving prominence to students and favoring cooperative tasks, as well as working with primary sources. In this case, the engravings from 16th and 17th centuries allow us to dismantle topics, in order to achieve a better learning of Early Modern History at intermediate educational levels.
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