Methodological proposal for the treatment of the category of transculturation in the teaching of History

Abstract

Introduction: The category of transculturation as a historical phenomenon in pre-university history teaching transcends the limited approach found in current curricula. Materials and methods: This study focuses on the Participatory Action Research (PAR) paradigm, applied during the 2024-2025 academic year with a sample of 20 teachers and 20 tenth-grade students in Guantánamo. Qualitative techniques such as participant observation, document analysis, and focus groups were used. Results: The results demonstrated the viability of this approach, which, from a decolonial perspective, articulates with the content of Cuban history, using the category of transculturation to delve deeper into the African legacy. Discussion: The methodological proposal requires teachers to be prepared for multicultural and heuristic pedagogical dialogue, utilizing tools such as visits to cultural institutions to foster recognition of cultural diversity. Conclusions: The proposal is timely and feasible for making the content evident, dialectically linking it with Cuban history, and contributing to the consolidation of an inclusive historical consciousness.