Resumo

NAVARRO ROLDAN, Claudia Patricia  e  ARISTIZABAL, Javier Corredor. Development of historical narratives in students from rural and urban schools. Rev. Costarric. Psic [online]. 2018, vol.37, n.1, pp.41-75. ISSN 1659-2913.  http://dx.doi.org/10.22544/rcps.v37i01.03.

We analyze how the students of primary and secondary schools, from rural and urban areas, reconstructed the history of Colombian Independence. We developed a descriptive observational study with a cross-sectional measure involving a narration generating question applied to an intentionally selected sample of 43 students. We analyzed the independence or relation of the categories: historiographic knowledge (e.g., the use of historical sources, explanatory factors, historical temporality), and narrative macrostructure (e.g., use of the Labov and Waletzky model, 1967/1997). Results indicated oral productions by the students, from narrative and historiographic macrostructures, were unsophisticated and far from the historical disciplinary discourse. In addition, historical narratives in rural and urban contexts were similar. We suggest the need to re-evaluate the kind of historical narratives circulating in the school classrooms, as a way to increase the level of historical complexity in the available stories about independence.

Palavras-chave : historiography; narration; learning; teaching; thin.

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