Reading comprehensive and its importance in the teaching and learning of History

Abstract

The significance of teaching history at secondary education levels continues to be an object of study for researchers of this science. The teaching of history has witnessed strong progress, however, an important part of the students shows disinterest in this area of knowledge, which is why the implementation of new methodological strategies for reading comprehension, more motivating and more consistent with the times in which we live. Improving didactics in the teaching of history and the methods used in the classroom is a challenge today, which is why it is necessary to change our perspective and make proposals that promote the linking of theoretical content with praxis. The correct historical training of students demands a change, which is why current historical learning requires the assumption of new challenges that collaborate with the cognitive development of students at any level of education, enabling their interest in subject, its intellectual involvement and therefore, learning beyond dates, facts and events. This scientific article is part of a broader research work, what is presented here is what concerns the theoretical approach assumed as support for this research.