Didactic alternative for teaching local history in connection with the history national

Abstract

Introduction: Cuban history shapes an individual's integrity, political and moral education, values, and patriotic sentiments, serving as an inexhaustible source of values that must be transmitted. The inclusion of local history in the teaching and learning process of Cuban history is significant, contributing to addressing the existing gaps in students' historical knowledge. Despite progress and favorable conditions, the teaching and learning process has not yet resolved the deficiencies in the integration of local history into Cuban history classes. This is evidenced by inadequate treatment of local figures, events, and historical processes, as well as a limited number of works and literature that systematically address the topic. The objective of this research was to develop a didactic alternative for teaching and learning local history in connection with Cuban history in the 6th grade at the José Martí Pérez Primary School in the municipality of Niceto Pérez García. Materials and methods: Theoretical, empirical, and mathematical-statistical research methods were employed, including: historical-logical, analysis-synthesis, inductive-deductive, systemic-structural approach, documentary study, observation, interviews, surveys, user feedback, and pedagogical testing. Results: The proposed didactic alternative is structured in four interrelated stages: diagnosis, content determination, activity design, and process evaluation. It comprises a system of actions that guide teachers toward better preparation for developing a high-quality learning process, starting with the search for the necessary information to complete teaching tasks related to history. Activities such as "A Mockery of the Hope for Independence" and "A Necessary Confrontation" were implemented, linking national events with the local history of the Niceto Pérez García municipality. Discussion: The alternative was evaluated by users during critical opinion and collective construction workshops, demonstrating its effectiveness and applicability. It was considered timely, innovative, appropriate, and easy to understand. The philosophical, sociological, psychological, pedagogical, and didactic foundations adopted lend consistency to the work, constituting the theoretical basis for the conception and structuring of the alternative. Conclusions: The study conducted enabled the development of a didactic alternative that contributes to raising the level of satisfaction among primary school students in Cuban History classes through the comprehensive study of the locality in the municipality of Niceto Pérez García in Guantánamo. Validation of the proposal through user feedback confirmed its feasibility for solving the problem, demonstrating increased teacher involvement, fostering the development of individual and group work, and consolidating interest in and appreciation for the subject. Therefore, it is considered feasible for the study of Cuban History in conjunction with local history.