Browsing by Author "Palma Flores, Evelyn"

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    Between identification and empathy to elaborate the difficult past: an experience of a classroom debate with Chilean children
    (2022) Palma Flores, Evelyn; Albornoz Munoz, Natalia
    This article presents an analysis of historical thinking operations deployed in a student debate on Chile's difficult past. A discussion was held in a public school during the second semester of 2019 on sensitive issues in recent history. Twenty-seven students between eleven and fourteen years of age participated in the activity, corresponding to the sixth grade of primary education. The results indicate that the students are active thinkers of past events through operations such as identification and historical empathy. According to the debate, these operations unfold through the categories of family affiliation and social class from which they identify and empathise with the actors of the past and the temporal relationship with their own experience. The article concludes with some insights about peace education in post-conflict societies where the past conflict remains in the present.
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    Narrating to bear witness to the present: letters from children in Santiago de Chile during the social outbreak of october 2019
    (2022) Palma Flores, Evelyn; Reyes Andreani, Maria Jose; Albornoz Munoz, Natalia
    The paper analyses the voice of children in bearing witness to conflictive events in recent history. Following the Chilean social outburst starting on 18 October 2019, a letter-writing experience was conducted with 46 students between 11 and 14 years old in two primary schools in the city of Santiago de Chile. The main findings of the activity indicate that boys and girls express themselves as authorised voices to narrate the event that erupted in society, they express ethical evaluations of what happened by understanding facts through contingent and structural situations. Some students articulate the events of the present (social demands, human rights violations) with the legacy of the civil-military dictatorship (1973-1990), pointing out similarities between the two events. These findings allow us to affirm that children are valuable voices to bear witness to the history of the present within the framework of a pedagogical device.