El tiempo histórico, el futuro y la utilidad de la historia en los estudiantes secundarios de Chile.

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Bibliographic Details
Title:	El tiempo histórico, el futuro y la utilidad de la historia en los estudiantes secundarios de Chile.
Alternate Title:	Historical time, the future, and the usefulness of history amone chilean secondary school students.
Authors:	Leal-Pino, Cristián¹ cleal@ubiobio.cl, Rubio-Soto, Graciela¹, González-Calderón, Fabián²
Source:	Educación y Humanismo. ene-jun2026, Vol. 28 Issue 50, p1-22. 22p.
Abstract (English):	Objective: this article was to analyze the perceptions of factors of historical change, visions of the future, and the meaning of history among Chilean secondary school students. Methodology: was based on a non-experimental, cross-sectional, descriptive quantitative study in which 431 secondary school students from the central and southern macro-regions of the country answered a closed questionnaire on topics associated with youth and history. The descriptive analysis of the data referring to the variables studied included frequency distributions and measures of central and dispersion tendencies. Results: the factors of change, young people emphasize continuities more than the historical transformations of recent decades. They present visions and expectations for the future that denote a negative perspective. For them, history has a usefulness that allows them to see what lies behind events, but this position fails to provide temporal orientations that transcend the present. Finally, the curriculum's historical time structure does not allow them to adequately develop a notion of temporality. Conclusion: Chilean youth approach historical change as invariability, which reinforces the continuity of the past in the future. This view is explained in part by the legacies and experiences of recent national and regional history and by a presentist view of history implicated in technological change and global conflicts, this reinforces a dystopian vision of the future among students. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Objetivo: analizar las percepciones de los factores de cambio histórico, las visiones de futuro y el significado de la historia en los jóvenes chilenos de educación secundaria. Metodología: se hizo un estudio cuantitativo descriptico transversal no experimental en el cual, 431 estudiantes de educación secundaria de las macrozonas centro y sur del país respondieron un cuestionario cerrado sobre temáticas asociadas a los jóvenes y la historia. El análisis descriptivo de los datos referidos a las variables estudiadas contempló la distribución de frecuencia, medidas de tendencias centrales y de dispersión. Resultados: sobre los factores de cambio, los jóvenes realzan más las continuidades que las transformaciones históricas de las últimas décadas; presentan visiones y expectativas de futuro que denotan una perspectiva negativa y, que, para ellos, la historia tiene una utilidad que permite ver aquello que esta por detrás de los acontecimientos, pero esta posición no logra aportar orientaciones temporales que superen el presente. Por último, el ordenamiento del currículum sobre el tiempo histórico, no les permite desarrollar adecuadamente una noción de temporalidad. Conclusiones: los jóvenes chilenos se aproximan al cambio histórico entendido como invariabilidad lo que refuerza la continuidad del pasado en el futuro. Esta visión se explica en parte, por las herencias y experiencias de la historia reciente nacional y de la región y, por una visión presentista de la historia implicada en el cambio tecnológico y en los conflictos globales, que refuerza en los estudiantes una visión distópica del futuro. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Objective: this article was to analyze the perceptions of factors of historical change, visions of the future, and the meaning of history among Chilean secondary school students. Methodology: was based on a non-experimental, cross-sectional, descriptive quantitative study in which 431 secondary school students from the central and southern macro-regions of the country answered a closed questionnaire on topics associated with youth and history. The descriptive analysis of the data referring to the variables studied included frequency distributions and measures of central and dispersion tendencies. Results: the factors of change, young people emphasize continuities more than the historical transformations of recent decades. They present visions and expectations for the future that denote a negative perspective. For them, history has a usefulness that allows them to see what lies behind events, but this position fails to provide temporal orientations that transcend the present. Finally, the curriculum's historical time structure does not allow them to adequately develop a notion of temporality. Conclusion: Chilean youth approach historical change as invariability, which reinforces the continuity of the past in the future. This view is explained in part by the legacies and experiences of recent national and regional history and by a presentist view of history implicated in technological change and global conflicts, this reinforces a dystopian vision of the future among students. [ABSTRACT FROM AUTHOR]
ISSN:	01242121
DOI:	10.17081/eduhum.28.50.7882