Es un gusto presentar un nuevo número de Enseñanza de la Historia, publicación del Instituto Riva-Agüero que se encuentra a cargo del equipo de estudiantes de Historia que conforman el Grupo de Investigación de Historia para Maestros. Los cuatro artículos que componen el presente volumen abordan temas relevantes para el conocimiento de la historia peruana y de la enseñanza de la historia del Perú. El artículo de Matteo Stiglich presenta el proceso de urbanización de la ciudad de Lima en el siglo XX, a partir de los proyectos presentados por planificadores y arquitectos, así como los intereses detrás de su implementación. Felipe Portocarrero O’Phelan destaca la relación entre política y educación, llamando la atención sobre la necesidad de colocar bajo los reflectores las políticas culturales estatales y, en particular, señala la importancia de que la ciudadanía se i...

The use of written sources for teaching History. Analysis of textbooks for thethird and fourth years of high schoolCurrently, in addition to the usual contents, history textbooks now cite primary and secondary sources with suggested activities. This research analyzes these proposed activities in history textbooks for third- and fourth-year students. The objective is to evaluate the degree to which the activities proposed in the sourcespromote the development of critical thought in students.Students exercise critical thought when they engage in the activities suggested in the sources cited to compare different versions of the same historical events and then process this new information to develop their own response to a historical problem. This level of complexity is not achieved in most of the suggested activities given that sources tend to serve only to supplement information

The use of written sources for teaching History. Analysis of textbooks for thethird and fourth years of high schoolCurrently, in addition to the usual contents, history textbooks now cite primary and secondary sources with suggested activities. This research analyzes these proposed activities in history textbooks for third- and fourth-year students. The objective is to evaluate the degree to which the activities proposed in the sourcespromote the development of critical thought in students.Students exercise critical thought when they engage in the activities suggested in the sources cited to compare different versions of the same historical events and then process this new information to develop their own response to a historical problem. This level of complexity is not achieved in most of the suggested activities given that sources tend to serve only to supplement information

The use of written sources for teaching History. Analysis of textbooks for thethird and fourth years of high schoolCurrently, in addition to the usual contents, history textbooks now cite primary and secondary sources with suggested activities. This research analyzes these proposed activities in history textbooks for third- and fourth-year students. The objective is to evaluate the degree to which the activities proposed in the sourcespromote the development of critical thought in students.Students exercise critical thought when they engage in the activities suggested in the sources cited to compare different versions of the same historical events and then process this new information to develop their own response to a historical problem. This level of complexity is not achieved in most of the suggested activities given that sources tend to serve only to supplement information

Nos complace difundir un nuevo número de los Cuadernos de Enseñanza de la Historia, un proyecto que el Instituto Riva-Agüero realiza con aprecio y compromiso. Esta serie ha pasado por dos fases, en la primera, se publicaron dieciséis números entre 1969 y 1998, y en la segunda fase desde el año 2013 hasta la fecha, se han editado cinco números. La segunda fase es producto del entusiasmo y constancia del Grupo de Investigación Historia para Maestros (HPM), del Instituto Riva-Agüero (IRA) de la Pontificia Universidad Católica del Perú (PUCP). El HPM forma parte de un objetivo mayor del IRA que relaciona la academia y la escuela a través de la difusión de nuevos enfoques de los contenidos históricos, así como metodologías para aplicarlas en las escuelas. El Grupo de Investigación Historia para Maestros comparte su vocación de trascender la academia para llegar al público e...

Editores: Diana Revilla Figueroa y Luis Sime Poma