The factual - logical dialectic in the systematization of historical knowledge

Abstract

From the systematization of the perspectives for the study of historical content, supported by the logic that establishes the formation of cultural matrices, on the one hand, the teacher reflects and feeds on their representations, self-generates changes in their mode of action and, on the other On the other hand, the student enriches his learning strategies from a process of search, interpretation and permanent reflection. This paper aims to contribute, from a pedagogical analysis, to the improvement of the teaching of the History of Cuba in schools. For this, perspectives, conceptual systems, guiding ideas and analytical matrices are identified, which are structured as components of a complete system that becomes a feasible pedagogical tool for the improvement of the teaching process of the subject of History of Cuba.