Didactics and identity in the context of the local history

Abstract

The first and most important component of the personal and social identity of the individual is history. Everything goes around the individual experiences or around those that he or she receives indirectly through the learning. The contexts where the apprehension of the sense of what is good are related with the tangible and intangible patrimony. In that contact the emotional proximity takes place and the bases to sustain the pride for the own thing are created. These important elements cannot be ignored when it comes to presenting a consequent didactics that guides the procedure for, not only knowing the historical content, but looking into their formative potentialities and for putting them at the service of the formation of the personality of a student. This orientation of the learning should integrate, at least, four main components: recognition or reconstruction of the local fact, incentive to the identification pride - proximity of identity, assimilation of what is happening as inheritance (in a conscious way) and a behavioral expression with a sense of ownership that governs the daily activity in the school institution and in other contexts.