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Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Utopía y Praxis Latinoamericana magazine has published its 105th issue, which focuses on social and cultural criticism, environmental sustainability, resistance through symbolism and cultural practices, and methodology and epistemology in social research. The articles explore the connections between the local and the global, the ancestral and the contemporary, and the individual and the collective, with the aim of promoting broader social and epistemic justice. The reflection on identity and community is highlighted, as well as the questioning of established structures of power and knowledge. The author emphasizes the importance of axiology and normativity in the dynamics of symbols in the Latin American symbolic universe, mentioning examples such as the reinterpretation of "Caliban" and the resistance symbolized by the Virgin of Guadalupe and the handkerchief of the Mothers of Plaza de Mayo. It is concluded that symbols play a crucial role in articulating discourses and practices of resistance, liberation, and cultural and social vindication in Latin America. In addition, the magazine includes book reviews on the end of the cycle of anticapitalist revolutions, the role of the Inquisition in colonial Chile, psychological practice from cosmobiocentric perspectives, the life and work of Pablo González Casanova, and the theoretical, historical, and political evolution of social change in Latin America. The text also mentions a person who is a co-founder and editor-in-chief of the nuestrAmérica magazine and is dedicated to advising and managing editorial processes of scientific journals, with research focused on the philosophy of history, history teaching, and critical pedagogy. [Extracted from the article]

The ways in which the recent past of political violence is presented to the students is one of the fundamental tasks of contemporary education. However, it is often constricted by the rational and cognitive objectives of the duty of memory. In response to this, in this paper I propose an ethnographic gaze, attentive and sensitive to the textures of its daily performance, in order to contribute in a more solid and realistic way to the pedagogy of the duty of remembrance. This look has allowed me, in an investigation carried out in La Plata (Buenos Aires, Argentina) in 2018, to account for the intertwining of the work around the recent past with the school culture and the disciplinary code of history, with the relationships that the subjects have with each other and, through the links they build between different temporalities, with multiple attitudes and values. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper integrates a set of reflections on our research practice in history teaching with a series of evidence from an investigation into teaching practices related to recent Argentine history, with a special focus on what teachers produce and recreate in the classroom. Particular reference is made to observations of secondary school lessons to highlight the potential of dialogic presentations. Overall, feedback between research and teacher training is advocated. [ABSTRACT FROM AUTHOR]

This article is an analytical and didactic proposal on how to deal with the study of the memory and history of terrorism in history classrooms. For this purpose, it is based on a didactic proposal based on cultural studies with a purpose: that students have learning tools close to youth culture. The aim of this approach is to learn about the memory of eta terrorism and related groups through the lyrics of the alternative and/or protest rock scene groups, close to the thesis of extreme left and/or radical Basque nationalism, and, therefore, to teach students to use the tools of the historian to combat myths and complexify their knowledge on the subject. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzes the Marxist influence over Chilean historiography, as well as in the national proposals for history teaching at school level during the 1960's decade. Specifically, it addresses the meaning that was given by intellectuals, academics, and students to the development of historical research and teaching. Thus, beyond the matters referred to methods and conceptual drifts, the article aims to capture the function that was given to the social role of the historical discipline through an ideological platform, highlighting the political, social, and democratizing meaning that the study of the past immanently charged for the referred actors. The article proposes that, unlike conservative history and the ways of teaching history that arose from it, the proposals analyzed here have in the center of its questioning the historical present, as well as the political conjunctures and the phenomenon of the inequalities, thus redefining the usefulness of the study of the past from an ethical and political perspective, with a socialist and Latin American projection, interrupting the linear and progressive historical time that characterized the "traditional" history in Chile in the 1960's. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: A hundred years after the passing of Andrés Manjón, aprofessor at the University of Granada, we assess his ideas on educationand evaluate his contributions to today’s teaching practice in SocialSciences Method: A literature review of all sources available is conducted. Thecriteria used to evaluate these sources will be their suitability to thesubject of study. It will consist mainly of primary and secondary sources,along with other materials and publications. After careful examination ofthese, we establish a departure point, enumerate the limitations of theexisting views on this subject and discuss some secondary findings of ourresearch along with potential areas of conflict within the subject. Results: Clarifying After the concept of specific teaching practices according toManjón has been given a clear definition, the results are classified intofive different categories: identified documentary sources, primary andsecondary; general criteria for teaching History and Geography that can beextracted from these sources; teaching techniques and strategies which canbe applied to such subjects. Transcriptions of D. Andrés’s own lessons areincluded along with adaptations made to these by some of his collaborators. Conclusions: A synthesis of the results confirms the initial hypothesis:Some aspects of Manjón’s legacy remain valid today when it comes tospecific teaching practices. This is especially true for teaching andlearning of Geography and History in primary education. Lastly, somesuggestions for the improvement of teaching practices in Social Sciencesare put forward, along with some questions for future research. [ABSTRACT FROM AUTHOR]

The article "Some Corrections to the History of the 19th Century" by Josefina Zoraida Vázquez discusses the professionalization of history in Mexico and how this has affected the interpretation of the past. It is mentioned that the liberal vision of the past was consolidated after the triumph of liberalism and the republic in 1867, and that history was divided into three stages: pre-Hispanic, colonial, and national. However, it is pointed out that this vision has overlooked the study of the viceregal period and the "forgotten years" between the end of the Empire in 1823 and the Treaty of Guadalupe. Additionally, the importance of revising the history of the Empire and diluting the importance of the Plan of Veracruz is mentioned. The text talks about the fragmentation of Mexican territory after the abdication of Emperor Iturbide and the importance of federalism in maintaining integration. It is mentioned that provincial elites gained power in the Constituent of 1824, but were denied fiscal powers. The participation of the army and the Church in politics is also discussed, and it is mentioned that the disturbances and revolutions between 1821 and 1850 cannot be attributed to the Church. Furthermore, it is mentioned that Mexico faced external threats due to its history as a silver producer and its sparsely populated northern extensions. Finally, the text talks about Mexico's attempts to imitate the colonization policy of the United States, but failed due to the lack of integration of the settlers. The text discusses the tragic U.S. invasion of Mexico in 1846 and how this was provoked by the inability to populate Mexican lands, political errors, and the fortune of the United States. It is mentioned that the United States had a population of almost 20 million inhabitants, a fleet, and a professional army, while Mexico had a paralyzed economy, an unprofessional army, and obsolete weapons. Additionally, it is mentioned that Mexico faced external threats and internal political divisions. The text also highlights the importance of analyzing this war and dispelling the idea of betrayals, as the land was conquered and annexed by the force of arms. [Extracted from the article]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia Regional is the property of Historia Regional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to present a reflection about the teaching of history in middle education in Colombia in the period 1984-2017, based on the analysis of normative documents (laws, decrees, resolutions) and curricular orientations of social sciences, issued by the Ministry of National Education. The results show that the presence of history in middle education be determined by two aspects that will influence the weak approach to this discipline at this level: first, the way in which the purposes of middle education are set out in relation to the world of work, which has generated a prioritization of knowledge oriented to the development of labor competencies. And secondly, the absence of clear curricular orientations that will suppose the non-existence of a referent from which proposals can be made for the teaching of history in this school cycle, during the last decade of the 20th century, likewise, the integrated social sciences will make it difficult to adequately address historical knowledge in middle education. [ABSTRACT FROM AUTHOR]

In this research, the opinions, appreciations, and assessments of students enrolled in History subjects are analyzed. The objective is to inquire into the meanings that they assign to their experiences in the courses, based on identifying the educational strategies used and their scope, analyzing if teaching is linked to a traditional paradigm or a critical-reflexive one, whether it favors the development of historical thought and consciousness or not, as well as the formative meaning that students give to the discipline. The work is the product of research with a mixed methodological approach that addresses the problem with high school students of a private institution in Mexico City. Among the findings, a higher incidence of traditional practices is identified in the previous school trajectory, while in the current courses a primarily critical-reflexive approach is observed, which impacts the learning process, motivation, and formative sense that students concede. The urgent need to transform educational practices and incorporate strategies aimed at promoting the development of historical thought capable of generating historical awareness is evident, in order to train individuals capable of positioning themselves critically and becoming agents of change in social reality. [ABSTRACT FROM AUTHOR]

The interview with Ramón Vicente López Facal focuses on the importance of historical education and social sciences in turbulent times. It discusses the uncertainty in today's society and how it affects coexistence and education. It also mentions the current crisis and the destruction of solidarity principles, as well as the manipulation of fear in the media. López Facal shares his professional experience and mentions the frustration he has felt due to the counter-reform in history education promoted by the PP (People's Party). Additionally, the importance of teaching relevant content in education, especially in history teaching, is discussed, and the importance of teacher training in specific knowledge and appropriate teaching methods is highlighted. [Extracted from the article]

This article analyzes the representations and uses of history education of future teachers of Primary Education through questionnaires and interviews answered by 150 students of the first and last year of the Degree in Primary School Education at the University of Valencia. Through these instruments we examine their school memories, their conception of History and the influence of the four years of initial training in the way of understanding and representing school History, paying special attention to the relevance of a greater or lesser didactic-disciplinary training in this specific subject. The results point to the influence of memories and previous experiences in the way of conceiving and thinking about history education and to a greater lack of coherence between discourse and praxis among those students with less training in History and its didactics. [ABSTRACT FROM AUTHOR]

The purpose of this research is to know the perception about the intercultural competence of the different members of the educational community of a publicly owned institute. The methodology used has been based on an evaluative investigation using the CIPP evaluation model (Context, Input, Process and Product) in a Geography and History classroom of the 3rd year of Compulsory Secondary Education. This article focuses on the diagnostic and product phases. For the first a non-experimental survey-type design has been used, with a cross-section and with a descriptive-comparative purpose, in which three questionnaires have been used for each of the school's educational agents: teachers, families and students. For the product phase, a scale of intercultural competence is used with the students assuming a pre-experimental static group comparison design. The results obtained legitimize and justify the need to carry out an intercultural treatment of the ESO curriculum. An intercultural intervention program has been designed, applied and evaluated. It has been analyzed if the participants have improved intercultural competence in its three areas: cognitive, affective and behavioral. The program designed, applied and evaluated provides didactic possibilities to contribute to the development and improvement of intercultural competence from the area of Geography and History. It is a good resource to discover social analysis from the intercultural parameters and, ultimately, for the knowledge of the social. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Recent studies show that, despite being absorbed in a hypervisual culture, students are not capable of deciphering, understanding and interpret the content and message of the images they observe. Conscious of the need for a visual literacy and convinced of the educational value of iconographic sources in the teaching of history; we present a didactic experience developed in the 4th year of ESO in the contemporary history subject that claims the use of the images. Description of the project: Using cooperative learning and under the supervision of the teacher, the students divided into five groups, carry out an investigation that links the topics studied theoretically in class with a work of art. Under the leadership of a group, another four work on aspects that concern the artist, the aesthetic-artistic characteristics of the chosen work, identify the main theme combining the historical fact that represents it, and, finally, locate the work and the place or entity that guards it today. The leadership changes with each work along with the work carried out by each group. Results: A panel with 29 works of art of that summarizes contemporary history in his view, as well as a detailed study of each work in table format that is disclosed to the educational community with small texts on the school’s Facebook page. Conclusions:The project favors a significant learning of history and starts students in the interpretation and analysis of iconographic sources, thus contributing to their visual literacy and their education in free, critical and democratic citizen by analyzing different works of art. [ABSTRACT FROM AUTHOR]

Introduction: The use of songs as a teaching and learning tool in the didactics of social sciences is a subject with incipient academic contributions. For the initial training of teachers of the degrees of Teacher in Early Childhood Education, Teacher in Primary Education and Pedagogy, its introduction in the programming of subjects is appropriate due to its high ductility in the approach of activities related to the understanding of time. historical and socially relevant issues. Method: Songs whose thematic content reflects a process of recent history or deals with socially relevant problems are analyzed. Students have to create a context in which they show some basic concepts about historical time that can explain contradictions or origins of current situations from the prism of multicausality. Results: The results show the need to use a variety of teaching tools to investigate historical knowledge and show student learning regarding the objectives, conceptual content and skills developed with the research work. It is remarkable how in critical reflection the students point to the awareness of discovering the origin of some current social problems. Conclusions: The use of songs as a didactic strategy is valid for contextualizing a historical process in initial teacher training. The evaluation of the proposal allows extracting certain relevant topics selected by the students in the teaching of recent history: socially relevant problems, enunciation of democratic values and defense of human rights. [ABSTRACT FROM AUTHOR]

This essay emerges from the author's teaching practice, from which he reflects on his role as a subject with an indigenous past in the face of the national discourses of Mexico's past. In this way, the writing intends to discuss the construction of national historical knowledge of the 19 th century in correspondence with the needs of indigenous communities. Decolonial thinking is taken up again to demonstrate how the discourse of Mexico's historical past has made the political projects of indigenous communities invisible and in turn promoted discrimination as peoples without memory. The author concludes his writing reflecting that the basic education teacher's job is to recognize education as a political act in the first place that enables his students to break official knowledge and begin with the liberation of their past and their present. [ABSTRACT FROM AUTHOR]

The research aims to examine the institutional and political processes in Honduran society from the 1950s to the 1980s, that are related to the beginning of the professionalization of the historian's profession and the organization of the History Department at the National Autonomous University of Honduras (unah) in 1976. It details some institutional aspects of the University and relates them to a broader social context. The aim is to provide a social view of an institutional phenomenon such as the organization of the History Department. We consulted journalistic sources, internal documents of the University (memories, projects, minutes) and recorded some testimonies of actors who participated in the organization and first years of operation. In the end, it is notable that the professors and officials who gave rise to the career had a clear intention to make history a contribution of critical knowledge that would question the official discourses on the nation, something considered vital for the creation of a popular national conscience. This knowledge, however, would also be based on academic ideas that predominated at that time on the structural study of social phenomena. The originality resided in the fact that this was joined to a particular idea of scientific work as collective labor, field work and social projection that transcended the university classrooms. [ABSTRACT FROM AUTHOR]

This research presents the results obtained on how the relationship is and/or collaboration between lecturers and heritage institutions, especially in the case of museums. The methodology used was quantitative with a descriptive non-experimental quantitative method. The participants in the study were 26 lecturers from three departments of the University of Murcia and the research instrument used was a questionnaire. Finally, with regard to the results obtained, it can be concluded that the relationship between university and heritage institutions is present through the didactic visits, employed by the majority of lecturers and carried out generally in the museums, but the potencial of such activities is not being fully exploited. [ABSTRACT FROM AUTHOR]

To contribute to classroom assessment in social science, this article presents evidence of the validity of an instrument based on the Bear Assessment System to provide feedback on social thinking. The participants were 175 university students who wrote a speech about a social problem, which was scored according to a specific rubric. Recognized evidence of the instrument's validity was provided by judges' reliability and the instrument's internal consistency, in addition to the observed four dimensions in its structure in line with theoretical expectations. No relations were identified between scores and gender, and the evidence did not support the expected positive relationship with scholastic performance. The conclusions emphasize the viability of assessing social thinking as a multidimensional construct for providing feedback on learning. Ideas for improving the instrument are presented. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Varia História is the property of Varia Historia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a profile of Reynaldo Sordo Cedeño, a full-time professor in the Department of General Studies. Sordo is an expert in the political and social history of Mexico in the 19th century, as well as in the philosophy of history, geography, cartography, and history teaching. He has published several works and articles on these topics and has participated in discussion programs about Mexico. Additionally, the article highlights his commitment to education and his passion for Mexico. [Extracted from the article]