<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8372</journal-id>
<journal-title><![CDATA[Letras históricas]]></journal-title>
<abbrev-journal-title><![CDATA[Let. hist.]]></abbrev-journal-title>
<issn>2448-8372</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-83722023000200007</article-id>
<article-id pub-id-type="doi">10.31836/lh.29.7446</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Historia, historiografía, nosotros y los otros. Comprender, imaginar, sentir empatía y descentrarse en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[History, historiography, us, and the others. Understanding, imagining, empathizing, and decentering in the classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zavala]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Latinoamericano de Economía Humana  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-83722023000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-83722023000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-83722023000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo se enfoca en algunos de los fundamentos del trabajo basado en la ima-ginación, la empatía y la descentración en clase de historia. La idea de ponerlos en diálogo con ciertas miradas de la filosofía de la historia actuales, contribuye a relati-vizar tanto las miradas que hacen de esos recursos el alfa y el omega de la enseñanza de la historia como las que los descartan casi prejuiciosamente. En algunos casos son los trazos en común que tienen con el trabajo de los historiadores lo que les da más solidez. En otros, es justamente la mirada crítica de la filosofía la que ofrece elementos para repensar la significación de un trabajo de imaginación/empatía en clase de historia. Será, en fin, la mediación historiográfica &#8211; y filosófica &#8211; de cada pro-fesor la que contribuya a re-encuadrar las bases del entendimiento de las propuestas de imaginación o de empatía presentadas a los estudiantes. Por último, veremos que al igual que para entender lo que pasó en el pasado, para entender lo que pasa en las clases de historia &#8211; en cada una &#8211; a veces se requieren herramientas especiales como la imaginación, la empatía o la descentración. Las veremos en acción en ambos terrenos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article focuses on some of the founda-tions of history class work based on imagi-nation, empathy, and decentering. Their dialoguing with diverse views of current philosophy of history helps adding nuance both to those who conceive such resources the alpha and omega of the teaching of history and those that discard them almost prejudicially. In some cases, it is the shared lines with historians&#8217; work that strengthen them. In others, it is precisely the critical view of philosophy that provides with arguments to rethink the significance of a work counting on imagination/empathy in a history class. It will be, in short, the his-toriographical &#8211; and philosophical &#8211; media-tion of each teacher that will contribute to reframing the bases of understanding the proposals of imagination or empathy pre-sented to the students. Finally, we will see that just as to understand what happened in the past, to understand what happens in history classes &#8211; in every one &#8211; sometimes special tools such as imagination, empathy or decentering are required. We will see them in action in both fields.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Descentración]]></kwd>
<kwd lng="es"><![CDATA[empatía]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[maginación histórica]]></kwd>
<kwd lng="en"><![CDATA[Decentering]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
<kwd lng="en"><![CDATA[historical imagination]]></kwd>
<kwd lng="en"><![CDATA[teaching history]]></kwd>
</kwd-group>
</article-meta>
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<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[El texto histórico como artefacto literario y otros escritos]]></source>
<year>2003</year>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
