Abstract

This article has a qualitative approach and aims at exploring the skills that teachers develop when analyzing primary sources on the Conquest of Mexico. Data was gathered from discussion groups with Primary Education teachers where the first phases of teacher professional development were retaken, such as theoretical-practical reflection on educational practice, the exchange of experiences between peers, and the linkage of training as critical analysis. Conceptual references such as Didactics of History and Historical Thought were recovered, which are the basis that supports this research, as well as recent interventions on the use of primary sources in the teaching of history. As a result, the teachers who participated in the study were exposed to highly significant reflections on the teaching of history and the Mexican Conquest.