La novela gráfica como herramienta para la enseñanza-aprendizaje de la historia en el segundo de bachillerato

Abstract

The teaching-learning process of History has traditionally been viewed as the continuous repetition and memorization of facts, posing a challenge for educators to employ didactic strategies that are dynamic, interdisciplinary, innovative, and promote critical-reflective thinking among students. Therefore, it is necessary to propose new approaches that strengthen the teaching-learning process of History and consolidate the scientific value of this subject. In response, this thesis focuses on proposing and applying a didactic strategy in which the graphic novel can be used for teaching history in high school; enabling students to engage in dynamic reading, fostering empathy with the protagonists of the studied events, and providing a broader perspective of history. A qualitative and quantitative methodology will be used, with Participatory Action Research, supported by critical pedagogy and the constructivist model. It is expected that through the application of the graphic novel in the history teaching-learning process, students will be able to develop the skills of corroborating, identifying, and contextualizing a historical event.