<?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>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552023000300566</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El pensamiento histórico y la enseñanza de la historia]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical thinking and history teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Castrillón.]]></surname>
<given-names><![CDATA[Marcos Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Veliz]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Lizaso]]></surname>
<given-names><![CDATA[Rolando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Camagüey &#8220;Ignacio Agramonte Loynaz  ]]></institution>
<addr-line><![CDATA[Camagüey ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>19</volume>
<numero>3</numero>
<fpage>566</fpage>
<lpage>585</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552023000300566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552023000300566&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552023000300566&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  Realizar una aproximación al marco teórico conceptual para la formación del pensamiento histórico en las clases de historia del nivel universitario.  Métodos:  La metodología empleada en este proyecto es de enfoque cualitativo. Se emplearon los métodos histórico-lógico, el análisis-síntesis y el análisis documental.  Resultados:  Se propone una aproximación a un marco teórico conceptual para la enseñanza del pensamiento histórico, que sirva de guía a la hora de planificar estratégicamente el desarrollo de la clase de Historia. Quedaron definidos cuatro conceptos fundamentales para desarrollar el pensamiento histórico, a saber: 1) la relevancia histórica y el principio de cambio y permanencia a través del tiempo; 2) la interpretación a través de las fuentes históricas; 3) la imaginación y empatía histórica; 4) la representación narrativa de la Historia.  Conclusiones: El marco teórico conceptual propuesto muestra la necesidad de desarrollar el pensamiento histórico de los estudiantes a través de diversos conceptos que funcionan como un proceso complejo del pensamiento lógico y analítico. Para esto se requiere una estrecha relación entre el dominio teórico de estos conceptos y la buena práctica del docente de historia a la hora de enseñar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  This paper aims at configuring a theoretical framework for educating critical thinking in History lessons at the university.  Methods:  The authors rely on qualitative approach through historical and logical analysis and synthesis, supported by documentary analysis methods.  Results:  The author devise a theoretical framework for educating historical thinking that leads to History lessons strategically planning. Four main concepts were outlined for historical thinking education: They are the following: 1) The historical relevance and the principle of change and permanence through time; 2) interpretation through historical original sources; 3) historical imagination and empathy; and 4) narrative representation of history.  Conclusions:  The proposed conceptual theoretical framework shows the need to develop students' historical thinking through various concepts that function as a complex process of logical and analytical thinking. This requires a close relationship between the theoretical domain of these concepts and good practice in History instruction.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[pensamiento crítico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la historia]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Higher education, critical thinking, history teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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