Actions for the learning of local-historical content by cuban Primary School Students.

• Lisette Sallés Cabrera

  Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

  https://orcid.org/0000-0002-1513-1113

• Gladys Noris Polledo Bustamante

  Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

  https://orcid.org/0000-0003-0003-9944

• Pablo Francisco Peñate Montero

  Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

  https://orcid.org/0000-0003-1738-1228

• Keira Fabiel González

  Escuela Primaria “Carlos Manuel de Céspedes” La Habana. Cuba.

  https://orcid.org/0009-0000-3700-1507

National history, in its connection with local history, serves as an inexhaustible source for transmitting identity values to new generations. Its treatment within educational institutions is a focal point for those who guide the teaching and learning process of this subject matter. One of the approaches that facilitates the learning of local historical content by students is the group educational project. The present research aimed to develop actions for the group educational project of students in the third cycle of the "Manuel Ascunce Domenech" primary school in the Old Havana municipality. The sample was intentionally selected, comprising 29 students whose learning outcomes were not yet satisfactory, as evidenced by systematic and partial evaluations. A range of methods and instruments were employed in data collection to address the identified scientific problem. A questionnaire and a pedagogical test were administered in the initial diagnostic phase. Percentage analysis was used to tabulate the collected information. The weaknesses identified lie in the students' insufficient knowledge of significant local historical facts, phenomena, processes, and figures, which limits their ability to independently solve learning tasks. The actions have been organized in accordance with the three periods of the academic year. These actions allow the student, with the teacher's guidance and the involvement of families and the community, to visit sites of historical and heritage interest and to delve deeper into the history of their locality, thereby facilitating the apprehension of local historical content.

1. Lisette Sallés Cabrera, Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

   Doctor en Ciencias pedagógicas. Especialista en Inclusión Socioeducativa. Profesora principal de las asignaturas Didáctica de la Historia y Metodología de la Investigación Educativa.

2. Gladys Noris Polledo Bustamante, Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

   Doctor en Ciencias pedagógicas. Decana de la Facultad de Educación Infantil de la Universidad de Ciencias Pedagógicas “Enrique José Varona”.

3. Pablo Francisco Peñate Montero, Universidad de Ciencias Pedagógicas “Enrique José Varona”. La Habana. Cuba.

   Doctor en Ciencias pedagógicas. Profesor Consultante de la Universidad de Ciencias Pedagógicas “Enrique José Varona”.

4. Keira Fabiel González, Escuela Primaria “Carlos Manuel de Céspedes” La Habana. Cuba.

   Maestra de escuela primaria.

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Copyright (c) 2025 Lisette Sallés Cabrera, Gladys Noris Polledo Bustamante, Pablo Francisco Peñate Montero, Keira Fabiel González

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

ISSN:2244-7857

Depósito Legal: ppi200902CA3925