Transcomplex history teaching: audiovisual production and historical empathy for civic awareness

Abstract

The purpose of this research is to implement the transcomplex teaching of history, through audiovisual production and historical empathy to strengthen civic conscience in the fourth year at "Fulgencia Jiménez de Olmos" High School. The study integrated Participatory Action Research and Educational Ethnography to overcome student apathy through dramatic simulations. Findings demonstrate that mobile devices and the personification of national heroes fostered meaningful learning, moving from initial disinterest to full participatory engagement. Results evidence the awakening of historical empathy and the development of a critical civic conscience regarding the current political context of the country. It is concluded that transcomplexity, as an integrating axis of technological and emotional dimensions, facilitates the valuation of national identity and the adolescent's cognitive sovereignty. This experience generates guidelines for a teaching praxis where history is embraced as a true insurgent and transforming tool.