TTransformations in History Education at the Junior High School Level

Abstract

ABSTRACT

Introduction: The third improvement cycle of the Cuban educational system has introduced key changes to the History curriculum in Junior High School. Central to these reforms is the structured systematization of historical events and the defining characteristics of eras and periods, aimed at fostering a more holistic student education.

Objective: This study outlines the principal transformations in History instruction at the Junior High School level, as enacted through the system's third improvement phase.

Methods: The research employs theoretical, hermeneutic, and dialectical approaches. Utilizing analytical-synthetic and inductive-deductive methods alongside systematization, the study identifies patterns, characteristics, and the roles of pivotal figures across various epochs in both Cuban and world history.

Development: The core aim of the History discipline is to support the comprehensive education of students, grounded in a Marxist perspective informed by the thoughts of José Martí and Fidel Castro. Within this framework, the systematization of historical knowledge is defined as the process through which students assimilate the fundamental concepts of this discipline. This foundational understanding then enables them to analyze new historical events and discern broader patterns.

Conclusions: History education in Basic Secondary Education is being reshaped by ongoing improvements to the educational system. The new pedagogical model positions students as active constructors of historical knowledge, with teachers serving as guides and facilitators in the learning process.