Citizenship and dimensions of memory in the learning of history: analysis of a High School Education case

This paper analyzes the conceptions and opinions of a group of 10th grade students in relation to history classes addressing the Second Spanish Republic, the Spanish Civil War, Francoism and the transition to democracy. Within the framework of a broader research into the analysis of a teacher's practice in relation to civic education and the dimensions of memory, emphasis is placed on the second half of the double triangulation process in order to know students' conceptions and their perspective with regard to the methodological strategies employed by the teacher, who was selected as a case study following extensive initial research in Huelva and his province, and a preliminary interview. This qualitative study is based on a system of categories; highlighting among its results the close relationship between the critical capacity with which the majority of the students contemplate the memory of victims and the naturalness with which the teacher includes them in the classroom for his analysis, as well as how students recognize the advantages of memory vis-a-vis reflection so as to avoid making the same mistakes in the future.