Teaching from a Historical Empathy and Citizenship Education perspective during the COVID 19 Pandemic. The Experience of Teachers in a Chilean School

This research analyzes the conceptions expressed by teachers about the advantages and limitations of teaching history and social sciences in the context of a pandemic. In addition, it contrasts the content of the narratives of history and social science teachers about the teaching of historical empathy, citizenship and democratic participation pandemic times. The type of study is framed in the qualitative paradigm and follows the methodological strategies of a case study in a school in the Metropolitan Region in Chile. We were able to collect the conceptions of the team of teachers belonging to the Department of History of this educational center, which serves students with socio-economic difficulties and within a context of social vulnerability. The results show that the context of the pandemic exacerbated the needs and difficulties of the students and their families by highlighting the problems of connectivity to virtual classes, the lack of motivation and the absence of a future perspective. However, this healthcare context has allowed participating teachers to incorporate historical empathy and themes such as the teaching of democratic citizenship and student participation as an alternative to a new educational scenario.

Teaching history in times of pandemic: A case study in a Chilean school

The carried out research aims to identify and understand the main advantages and challenges for history and social sciences teaching in the context of the COVID-19 pandemic. Furthermore, this study recognizes the work spaces that allow teachers to develop historical empathy and the teaching of participatory citizenship through this new school context. This is done through a case study of a group of teachers who belong to an educational centre in the Metropolitan Region of Chile;we have been able to collect the perceptions, emotions, feelings and views of history and social sciences teachers on how they develop their educational practice in a setting of pandemic. The methodology followed is of qualitative nature under a case study design. The results stand out concerning the interrelation that is generated. On the one hand, it interrelates in the complexity that teaching during the pandemic implies with the context of inequalities that the school faces highlighting the efforts of educational innovation to generate significant learning for and the students. Amongst the main conclusions there are the efforts made by teachers to generate educational innovation in the complex context of the pandemic, where the school and all the social problems that arise are inserted. Teachers have found the spaces and raised new perspectives of teaching that promote historical empathy and education for citizenship in students. ,,. © 2021 Univ Nacional de Educacion a Distancia (UNED). All rights reserved.