Proposal of actions for the treatment of local history in the multigrade school

Abstract

The treatment of local history contents in multigrade classrooms requires teachers prepared to deal with the different complexities frequently encountered in this context. The empirical techniques and methods used reveal insufficiencies in the methodological preparation of teachers for the integration of the contents of the curriculum subjects with those of local history. In this sense, we offer a set of actions that favor the process of integration of contents, based on the elaboration of integrative learning situations around a common conceptual nucleus linked to events, personalities and historical facts of the locality.