Publication: La enseñanza de la transición española : entre la memoria y la historia
Authors
Piazuelo-Rodríguez, Ismael ; Bermejo-Malumbres, Eloy
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Este estudio analiza la enseñanza de la Transición española en Educación Secundaria y Bachillerato, examinando su tratamiento en los currículos, materiales didácticos y prácticas docentes. Mediante un enfoque mixto, se diseñó un cuestionario dirigido a docentes de Geografía e Historia de toda España, cuyos datos fueron tratados, analizados e interpretados para tratar de comprender y explicar cómo se enseña este periodo. Los resultados sugieren que la Transición se enseña de forma superficial, con un enfoque poco actualizado y una visión idealizada que destaca las ideas de consenso y unidad, ignorando las tensiones y los conflictos que también tuvieron presencia en este proceso. Este enfoque, ampliamente reproducido en los libros de texto, contribuye a perpetuar una memoria colectiva acrítica y dificulta su comprensión contextualizada y el desarrollo de la perspectiva histórica. Aunque el profesorado reconoce la relevancia de la Transición para la formación ciudadana y democrática del alumnado, la falta de tiempo, la escasez de recursos actualizados y el peso de enfoques tradicionales dificultan su tratamiento desde una perspectiva crítica. Se concluye que la persistencia de esta memoria colectiva resta rigurosidad al contenido histórico que se imparte y no permite una lectura crítica del pasado, lo que pone de manifiesto la necesidad de actualizar la formación docente y renovar los materiales educativos para integrar los enfoques historiográficos actuales y fomentar el desarrollo de la multiperspectiva y el pensamiento crítico en el alumnado.
This study examines how the Spanish Transition is taught in Secondary Education and Baccalaureate, analyzing its treatment in curricula, teaching materials, and classroom practices. Using a mixed-methods approach, a questionnaire was designed for Geography and History teachers across Spain. The collected data were processed, analyzed, and interpreted to understand and explain how this historical period is taught. The findings suggest that the Transition is covered in a superficial manner, with an outdated approach and an idealized perspective that emphasizes consensus and unity while overlooking the tensions and conflicts that also shaped this process. This approach, widely reproduced in textbooks, contributes to perpetuating an uncritical collective memory, hindering both a contextualized understanding of the period and the development of historical perspective. Although teachers acknowledge the significance of the Transition for students' civic and democratic education, constraints such as time limitations, a lack of updated resources, and the prevalence of traditional approaches make it difficult to address the topic from a critical perspective. The study concludes that the persistence of this collective memory weakens the rigor of historical knowledge conveyed to students and prevents a critical reading of the past. This underscores the need to update teacher training and renew educational materials to incorporate current historiographical perspectives, fostering multiperspectivity and critical thinking in students.
This study examines how the Spanish Transition is taught in Secondary Education and Baccalaureate, analyzing its treatment in curricula, teaching materials, and classroom practices. Using a mixed-methods approach, a questionnaire was designed for Geography and History teachers across Spain. The collected data were processed, analyzed, and interpreted to understand and explain how this historical period is taught. The findings suggest that the Transition is covered in a superficial manner, with an outdated approach and an idealized perspective that emphasizes consensus and unity while overlooking the tensions and conflicts that also shaped this process. This approach, widely reproduced in textbooks, contributes to perpetuating an uncritical collective memory, hindering both a contextualized understanding of the period and the development of historical perspective. Although teachers acknowledge the significance of the Transition for students' civic and democratic education, constraints such as time limitations, a lack of updated resources, and the prevalence of traditional approaches make it difficult to address the topic from a critical perspective. The study concludes that the persistence of this collective memory weakens the rigor of historical knowledge conveyed to students and prevents a critical reading of the past. This underscores the need to update teacher training and renew educational materials to incorporate current historiographical perspectives, fostering multiperspectivity and critical thinking in students.
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