Critical thinking in the classroom: the historical method and historical discourse as tools for teaching social studies

The findings suggest that adopting a socio-critical approach to the teaching of History can transform the classroom into a space for active reflection, fostering a critical and socially engaged citizenry. The study underscores the need to promote teacher training processes that integrate these methodologies, as well as to encourage future empirical research to assess their impact in diverse educational settings. In sum, it advocates for a historical education that forms critically aware individuals, capable of interpreting the past and acting ethically in the present.