Guía didáctica para trabajar la enseñanza y aprendizaje del bloque de historia e identidad para los niños y niñas de sexto año de educación general básica

Abstract

The methodological proposal presented is a didactic guide designed for the teaching and learning of the unit "History and Identity: Ecuador in the Early Republican Periods A," aimed at sixth-year students of Basic General Education. This guide seeks to promote dynamic and participatory learning, focused on developing critical thinking and understanding Ecuador's historical processes. Simultaneously, through its resources, it aims to foster and promote Ecuadorian identity. The proposal emphasizes moving away from passive learning and knowledge transmission in the classroom, which often prevents children from understanding the historical processes that Ecuador has undergone to become a republic. The work arises from a problem identified during pre-professional teaching practices, where traditional methodologies limited student participation and interest. To address this issue, a literature review was conducted on pedagogical strategies for teaching Social Sciences, leading to innovative strategies such as historical narratives, dramatization, and playful activities that encourage active engagement with the content. The guide was developed using a constructivist methodological approach, structured in four stages: experience, reflection, conceptualization, and application. This approach is flexible for meaningful student learning and provides a comprehensive tool for educators. The document is organized into an introduction, problem statement, theoretical foundation, presentation of the proposal, two annexes validating the guide by Social Sciences teachers, and finally, the bibliographic references.