Historical Thought: a study from andragogy

Abstract

This paper aims to analyze the development of historical thinking through a methodological proposal with an andragogical approach, built upon the relationship between the strategies applied in the teaching of Social Studies and the mastery of historical thinking skills. The research was conducted in one of the institutions dedicated to serving this population within the Youth and Adult Education (EPJA) modalities: the Integrated Center for Youth and Adult Education (CINDEA) of Montes de Oca, in the province of San José, Costa Rica. The investigation was carried out in four phases, including observations, diagnosis, and the implementation of a methodological proposal with third-level students. The study demonstrated that the development of historical thinking in the classroom and adult education from an andragogical perspective is vital. However, it also became evident that several factors complicate this task, from core environmental elements to the limited training received by teachers, among others. All of this culminates in the identification of strengths, opportunities, weaknesses, and threats, which provide clarity on the path forward and the unresolved issues in the teaching of Social Studies in the EPJA modalities.