Literature as a Bridge between Memory, Identity, and Historical Consciousness
DOI:
https://doi.org/10.70208/3007.8245.v6.n1.394Keywords:
literature, historical consciousness, memory, identity, critical interpretationAbstract
The aim of this article is to analyze the construction of historical awareness in the classroom through literature as a formative experience. Therefore, contrary to traditional approaches focused on the transmission of content, an interpretative perspective is proposed, based on aesthetic reception theory and studies on literariness. Regarding methodology, the study adopts a qualitative, descriptive-interpretative approach, supported by the analysis of a didactic sequence applied at the upper secondary level and a Likert-type questionnaire to assess students' perceptions. The results show that literature enhances understanding of the past as a human experience, as it fosters critical interpretation, historical empathy, and ethical positioning. It is concluded that literature constitutes a key pedagogical resource for the development of historical awareness by integrating memory, identity, and critical reflection, although the metacognitive process remains a factor under development.
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