History can not be isolated from other subjects,
its attention requires the support of several of them, therefore, its
relationship with geography, Spanish, civic and ethics, long before the 1993
reform, was studied with the exception of Spanish, the history within the area
of social sciences in an integrated but separatist methodology, now the
linkage and feedback of subjects in a variety of topics is retaken, this has
helped interdisciplinarity, incorporating themes that range from its
development to transversality
To speak of history as of other sciences in these
times is to know as much of its branches, as of its disciplinary connections,
for the teacher of the 21st century, the challenge is exhausting, because the
process of its development as quality and productivity have an orientation
directly proportional to the depth of the subject, which facilitates the
student's understanding, its parallelism with some other historical event, its
understanding and reflection of the causes and consequences of it, and mainly
its permanence and change in the experiential aspect.
Therefore the union of several subjects to
understand a problematic situation, is benefactor to the methodology, produces
in the students, the interest, the motivation and the orientation of their
opinions, also that potentializes their autonomy in the learning, thanks to
this advantage that provides interdisciplinarity by the ability to cover
several of the contents that help to realize the maxim of the teaching of
history "historical awareness" while for the teacher to perform this
function is truly required of a knowledge of the general culture of humanity ,
of its culture and of the society in which its source of work is immersed.
Thus, it will be able to provide ethical traits and
thoughts that jump on the student as lights that prop up ideas, help formulate
hypotheses, create theories and even come to make personal judgments about some
passages of history, whether local, national or global.
For several of us, the function of knowing the
plans and programs, not only of your level of attention, but also of others and
of other educational levels, becomes very important since the idea of
attending to the expected learning is diversified and extended to the
coverage of the same, to achieve not only the objectives of subject, or grade,
if not the communion in the profile of graduation, in this way the teacher has
to resort to two of the main functions to plan and make a class:
1.- Know plans and programs to be able to
link subjects and subjects.
2.- Know topics and deepen them as much as
possible to generate in the students qualities described above.
History is a discipline that far from the
separation of its contents are expressed in the connection with the subjects by
experimentation not only of methodologies, but also of methods that corroborate
the learning and facilitation for the students, as in the case of:
• Scientific
method.
• Investigation
methodology,
• Drafting.
• Reading
comprehension.
• Temporality.
• Values and attitudes.
• Location.
To the previous ones if they are analyzed
carefully it seems that it corresponds to other disciplines, however, there is
the process of interdisciplinarity for the development of a good teaching practice.
