Social Intervention for Historic Conscience, A Case Study of the Federal Secondary School 17 of Chihuahua

Abstract

Youth research in postgraduate studies in the Faculty of Philosophy and Letters at the Autonomous University of Chihuahua, has been incorporated progressively through the academic group of History and Historiography of Education. From this work, research has emerged such as the work here presented. This article concentrates the findings of social intervention in a group of youngsters at the Federal Secondary School 17 in Chihuahua City.  The research is grounded by main authors of historical conscience who allow in a first moment, the practical intervention with socio-educational goals, in order to demonstrate that history is a tool to enhance self-awareness and to have a sense of appropriation in adolescents and young people in socially excluded environments, due to geographical delimitations and socioeconomic conditions which turn vulnerable their human rights. In relation to the problem posed, in this article, the most important findings are presented in which self-identification is achieved by the youth through a local and historical reconstruction. Adolescents in secondary education carried out individual and group reflections, interviews with family and community members, interpretation of historical murals in their surroundings and visits to community museums and local places. As a result of research, a view of history from a practical point of view was achieved and youth recognized their environment, their community and how they see themselves in their past, present a future.