INTRODUCTION

The reflection of history is the culture of dependency, in which we

it praises a group of citizens who have been part of the process of
construction of the nation. Regarding the teaching of History,
so far it has been characterized by being memoristic and repetitive, leading
little by little the pedagogical mission of forming. Therefore, it must be considered the

importance of educating a student as part of the culture of their nation,

not to be indifferent to the events it goes through, to be a
inhabitant whose culture is not dependent and has a true
national identity.
The study of History is a discernment that is responsible for
to examine the past of humanity, allowing an understanding of the present
to make it understandable to others, helps to forge an appreciation for it
historical, cultural, artistic and archaeological heritage, also serving to
the recognition of the diversity of cultures and civilizations, fostering
thus respect for cultural values and traditions, providing knowledge
basics of the methods, techniques, and instruments of analysis specific to
historian.
This set of knowledge and skills leads towards the
teaching of local history, which must be included in the curriculum
school to promote the construction of social and cultural identity of the
citizens, facilitating the creation and recreation of values, customs and
beliefs that each of the societies considers transcendent,
avoiding the devaluation of one's own culture and history.
Now, local history refers to the branch of history that has
with the objective of studying regions and authentically localities
determined gaining a basic understanding of the concepts,
categories, theories and most relevant topics, as well as the awareness that
Local interests and issues are subject to change over time.
of time, according to the various political, cultural, and social contexts.
 Therefore, the student must acquire a basic knowledge of the
local history to understand the main events and processes
of change or continuity of humanity from a chronological perspective, of
Here arises the present research that will aim to design
strategies to strengthen local history in the Educational Unit Liceo
Alfredo Ramón Delgado Mejías located in the municipality of Pampanito state
Trujillo. Which is structured in the following chapters, that
described below:

In Chapter I, the historical overview of the state and institution is described.

educational object of study, diagnostic problem, action plan,
perception of the research on the problematic situation, detection of the
problem, prioritization, group objective, and actions to be developed.

In chapter II, the conceptual foundations, paradigm are shown.

critical social and action research.

In chapter III, reference is made to the type of research,

research procedure, actors in the investigative process, technique and
data collection instrument, validity and reliability. Likewise
the bibliographic references from where the foundations were taken are indicated
theoretical frameworks for the study.
 CHAPTER I

DIAGNOSTIC CONTEXT

Historical review of the state of Trujillo

Trujillo was founded between March and April of the year 1557, by the captain
Diego García de Paredes, with this name in memory of his hometown
Trujillo, located in Spanish Extremadura. This one left at the end of 1557 from
El Tocuyo, with the aim of conquering the province of Cuicas. The first
the settlement was established in the valley of the Escuques, with the name of Nueva
Trujillo and received the title of lieutenant governor. Nevertheless, in September
in 1559 he was removed from his position due to disagreements with the new

governor, and the city was called Mirabel. By November, García de

Paredes regained his position thanks to Pablo Collado, who had been
named governor. Thus, the city obtained another name: Trujillo de Collado.
In this way, Trujillo was geographically moved eleven times and
changed name nine times: Trujillo de Salamanca, Trujillo
from Medellín and Trujillo de Pampán were some of the names that
he received the state capital. It was not until October 27, 1570, when
it was permanently relocated to the Valley of the Mucas, on the banks of the river
Castán and the ravine of Los Cedros, with the name of Trujillo of Our
Lady of Peace. It is called 'Portable City' due to the number of moves.
of which it was the object, since the moment of its foundation.
The Cuica Indians were the first inhabitants of these lands. They
It was about a sedentary tribe, hardworking and very advanced culturally.
They worked in cotton looms and produced ceramics. In 1575 it was
after the last indigenous resistance, led by the chief Pitijai, was defeated. From now on
from that moment, the natives were collected in encomiendas and
settlements, forming primitive latifundia.
Since its beginnings, Trujillo has gained great economic importance. For
on one side, it exported leather, cordovan, carpets, wheat, and fruit to Las
Antilles. On the other hand, it was a transit city from the plains.
to the ports of the state of Zulia, to transport tobacco and cocoa. This
the state has been the setting for several pivotal moments in the history of
Venezuela. On June 15, 1813, Simón Bolívar proclaims the Decree of
War to the Death; in 1820 a treaty is signed between Pablo Morillo and the Liberator.

Armistice and War Regulation Treaty; and promotes the

liberation of Maracaibo from the Spanish. Gradually, it
establishes an ideological struggle between the conservatives, led by Juan
Bautista Araujo from Jajó, and the liberals, with General Rafael González
Pacheco from the town of Santiago. Araujo remains in power until
his death in 1898, long after the Federal War ended.
By that time, the Trujillo society was made up of
mestizo families of peasant origin, mostly Italian immigrants,
landowners and merchants. In the gomecista era, this town was the cradle of
some of the characters that surrounded Juan Vicente Gómez, such as
Enrique Urdaneta Maya and Victorino Márquez Bustillos. In addition, established the
military service of The Sacred to suppress insurrections and eliminate
with torture the longings for freedom.
A partir de la caída de Gómez, el estado comenzó un desarrollo en
all areas, characterized by the creation of countless
commercial establishments that, along with the production of coffee and sugarcane,
sugar boosted the economy; the founding of the Commercial Chamber,
Industrial and Agricultural of the State of Trujillo, of the Ateneo of Trujillo, of the Center

Cultural Trujillo and the College of Physicians; and the railroad is launched.
from La Ceiba. Little by little, Trujillo began entering the 20th century without losing the

carácter colonial que siempre la ha distinguido.

Historical review of the institution

It should be noted that on October 6, 1980, it took place in the

School Group "Juan Ignacio Montilla", the official inauguration of the basic cycle
Common "Pampanito Creation". From 1986 onwards due to its high enrollment.
the Diversified Cycle started to operate. So it became a cycle
combined "Pampanito Creation" whose headquarters was located on the street
Rafael Antonio Ayala de Pampanito, home of the "Juan Ignacio" School Group
Montilla. In the afternoon shift.

In 1988, the Ministry of Education resolved at the request

unanimous of the teaching staff of the educational community, to give said staff, in
in tribute to its first Coordinator, according to the resolution of the Ministry of

Education No. 167 in Official Gazette the name of Educational Unit 'Prof.
Alfredo Ramón Delgado Mejía. In the school year 2005-2006, due to the
transformations that occur in the Educational System, assumed this
institution the challenge of becoming the LiceoBolivariano 'Prof. Alfredo Ramón'
Delgado Mejía.

Problematic of diagnosis

The diagnosis allows to systematize the information about the

situations and problems of a determined reality on which one goes
act. Helps to anticipate future situations and problems, to know better
to the people who will benefit from the execution of the planning and
be clear about the objectives within the programming that is carried out. In such
meaning, according to Coll (2001) to make the diagnosis in educational management
it is necessary to identify, analyze, and process through multiple strategies,
the contradictions, the conflicts, and potentialities that, due to the
diversities of the actors are present in the institution as a unit.
 This way of conducting the diagnosis aims to contribute to humanizing
the institution promoting the principles of coexistence and solidarity where
there is participation, consensus, and knowledge as an instrument for
transforming social reality. It can be said that, from this perspective,
a categorical performance the study of history, which plays a
important role in education and intellectual development of the
students, the teaching of this subject contributes to the training of
the scientific conception of the world, to its political and moral education, to the

formation of tastes and aesthetic ideals, to the overcoming of the general level,
to the development of cognitive independence and the formation of values.

All these facts have led to the fact that in recent years there has been
I have been able to successfully review the historical process of Venezuela, since history
what constitutes the daily life of people in their language and in their behavior, is the

set of daily footprints that man leaves in his passage through time and
that are remembered by the representations of the collective memory of the
communities, such is the case of local history, which holds memory of a
valorado pasado que forma parte de los pueblos y que moldea su identidad,
materializing in written or verbal form the anecdotes, the songs and the
poems of the presence of the peoples.

According to Ceballos (1991), the local history approach aims to

the study of social phenomena in its temporal-spatial dimension,
it implies a double perspective: coincidence and continuation. The temporal
and the spatial rely on the category process. The historical, identified with
the spatial as a social product is intimately connected with the historical, in
so much that it is the result of the needs of organized men in
society.

Likewise, Tovar (2000) states that local history stems from

the historical conception that understands space as a concrete product or
synthesis of the action of human groups on their environment, for their
conservation and reproduction, always subject to certain conditions.
therefore, the learning of the students is encouraged, who will see in the
Local history the contents related to the context or the region where
they inhabit, likewise as a support for a more rigorous understanding and
the reality of the history of their nation, as well as the study of the events that occurred

in the locality and the personalities that act in them, enable the
assimilation of the most important events of the national happening and
the link between local and national events.

However, in Venezuela, when talking about teaching or the

the construction of Local History requires a historical, contextual character,
changing and constructive of social reality, but teachers do not take advantage of it
of tools or strategies that should be guides or guidelines of
research subjects to the conditions of the context and to the interests and
needs of students throughout the process. In this sense, the
Educational Unit Liceo "Alfredo Ramón Delgado Mejías" located in the
The municipality of Pampanito in Trujillo state is not exempt from this educational reality, the

which, the researcher was able to confirm in the students the lack of
understanding of the dynamics happening in their community and absence of
identification with the processes and problems of one's community.

According to this conception, the teacher must encourage

strategies for learning and active development, forging that the
students learn by doing, living the experience, relating the
curriculum contents with a real-life situation, training them in and
for practice, to lead their personal life and their participation within
the society, that develop skills that facilitate the design of
projects, decision making, solving authentic and real problems,
not only individually, but through teamwork.
 From there, the teacher must look for ways and/or strategies to
the teaching of local history and thus avoid repetitive learning by
about the development of the student's capabilities, that is, it should use
summaries, synthesis, and abstraction of the relevant information from a speech
oral o escrito. Enfatizar los conceptos claves, utilizar las ilustraciones como:
photographs, drawings, dramatizations, among others.

Therefore, the following research is intended to be carried out that aims to

Objective to design strategies to strengthen local history in the Unit
Educational Liceo 'Alfredo Ramón Delgado Mejías' located in the municipality
Pampanito Trujillo state, which are a powerful tool for
help students store ideas and relevant information about
the knowledge of the changes that have occurred in a community over time
their history, as well as their needs and resources.

On the other hand, after having made the diagnosis, a

action plan, which is an instrument for the continuous evaluation of a
the program is in turn the real representation of the tasks that must be
carry out, assigning responsibilities, time and resources to achieve a goal.
Likewise, Fred (2010) states that it is the moment when it is determined and
tasks are assigned, deadlines are set, and resource usage is calculated
resources. An action plan is a summarized presentation of the tasks that
must be carried out by certain people, within a specific timeframe,
using a amount of allocated resources in order to achieve a goal
given.
Table 1. Action plan

What? How? Who? Where? When? For what?

Interview with the Interview The Director and the 26/01/2016 Inform about the project (Design strategies
Director researcher to strengthen the local history in the Unit
Educational High School 'Alfredo Ramón Delgado Mejías'
located in the municipality of Pampanito, Trujillo state
Meeting with the Conversation with the teachers 24/05/2016 To communicate to them about the project's action and
Educational Unit
teaching staff and the hierarchize the research problem
High School "Alfredo
researcher
Ramón Delgado
Workshop on history Conversation The 21/06/2016 To convey to the students the meaning it has
"Mejías" located in
local researcher the local history in the community.
the municipality
Debate about Dialogue The students, 22/06/2016 Start a conversation about strategies.
Pampanito state
strategies Rain of and the that should be used to better understand the
Trujillo
pedagogical ideas researcher local history.
Talk about identity, Conversational The students 30/06/2016 Promote feedback through
and playful game Surveys and and the surveys and playful games about identity and the
regarding the story games researcher history of the region.
local
Source: The Researcher (2016)
Perception of the research on the problematic situation

Through local history, strategies are sought to generate

enhancing students' abilities, where there is a true
consensus regarding the issues and problems that are sought to be highlighted
and that from them, achieve that the student becomes more independent,
autonomous, analytical, and creative, abandoning some apathetic behaviors and
demotivating fruits of traditionalism, and that through research
Action (AI) can transform knowledge, the researcher-
participate and intervene in strengthening local and national identity.

Purpose of the research

Local history is situated at the base of a typology that recognizes

other two or three historiographical forms, regional history, history
national and universal history. Now, local history is that which.
export to the past of the localities, whether they are parishes, neighborhoods or

developments, establishing a perspective of great value for the

knowledge and cultivation of the general population.
The development of local history is a subject that must be
to consider and should not become an extra activity or additional tasks,
Due to this, it presents itself as a lack of knowledge of the environment, of the

construction of identity, the immediate, what surrounds us. This is added to the
demotivation of students for not finding in the study topics
an acknowledgment of their interests and not being identified or recognized
within its academic context.
For this reason, strategies are sought to strengthen history.
local in the Educational Unit Liceo "Alfredo Ramón Delgado Mejías" located
in the municipality of Pampanito in the state of Trujillo, through which it is possible to

enhance the capabilities of students, in order to facilitate the

theoretical knowledge related to the variable, and to the teachers who work
At the secondary education level in general, it can serve as support for the
different educational subsystems and other inhabitants of the locality.

Problem detection

The Educational Unit Liceo 'Alfredo Ramón Delgado Mejías' presents

the following weaknesses related to strengthening local history
through popular cultivators:

Insufficient sources of information and local historical content of

the community.
Lack of strategies in the most relevant contents of history
local.
Lack of knowledge about identity within teaching of the
local history.

Hierarchical problematics

Currently, not everything holds the same importance, nor can everything.
to happen simultaneously, like everything in life, also in the activity
It is necessary to hierarchize and/or prioritize the problems for their prompt resolution.

solution. It should be mentioned that the prioritization of problems according to Fred

(2010) is the process through which the identified problems are ordered.
in the community according to the order of importance they have for their
members; it facilitates the assignment of priorities for the solution of the
problems and guides the allocation of resources.

Now, each of the problems that arise in the

institution, can be understood through the hierarchy chart; in the
which through votes were characterized in relation to the causes that it
they produce, shown below:
Table 2. Hierarchization
Problems Votes Percentage
Lack of strategies to strengthen local history 10 53%
Absence of dynamism in students 6 32%
Deficiency in reading and writing 3 16%
Total 19 100%
Source: The Researcher (2016)

During the meeting with the teaching staff, they indicated

that one of the most emphasized problems is the absence of strategies
to strengthen the local history, which received the highest score with a
53%, indicating the importance of this problem, as it requires the
construction of precise knowledge about the composition of the territory,
considering that local history is where that range can be offered
data required by social projects. Meanwhile, the absence of
dynamism on the part of the students received a 32% and on the other hand, the
Deficiency in reading and writing scored 16%.
Likewise, in the research, it presents the Pareto chart,
where the most relevant problems can be detected
through the application of the Pareto principle (few vital, many
trivial) which states that there are many insignificant problems compared to only
some serious. Since in general, 80% of the total results are
originate in 20% of the elements.
For his part, Sales (2002) explains that the Pareto diagram is a
graph where various classifications of data are organized in order
descending, from left to right through simple bars afterwards
having gathered the data to qualify the causes. So that it can be
assign a priority order.

Meanwhile, Fred (2010) points out that a Pareto graph is

used to graphically separate the significant aspects of a
problem from the trivial ones so that a team knows where to direct its
efforts to improve. Reduce the most significant problems (the bars
longer in a Pareto Chart) will be more useful for a general improvement than
reduce the smallest ones. The graph is very useful as it allows to identify
visually in a single review such minorities of vital characteristics to
those that it is important to pay attention to and in this way use all the
resources needed to carry out a corrective action without wasting
efforts.

Graph 1. Pareto Chart

60%

50%

40%

30%
53%
20%
32%
10%
16%

0%
Lack of strategies Lack of dynamism Deficiency in reading-
to strengthen the story in the students writing
local

Source: The researcher (2016)

It is worth noting that the preparation of the Pareto chart of this

research is subject to the choice of the main problem of the Unit
Educational Lyceum 'Alfredo Ramón Delgado Mejías' located in the municipality
Pampanito, Trujillo state. Highlighting the absence of strategies for
strengthen the local history in the students of that institution.
Ishikawa Diagram

The Ishikawa diagram, also known as cause-effect or

fishbone diagram, is a way of organizing and representing the
different theories proposed about the causes of a problem, allows
graphically represent the set of reasons that lead to a
consequence, or the set of factors and sub-factors (in the 'bones')
that contribute to generating a common effect (in the 'head' of the diagram).

In this sense, according to Coronado (2007), this graphic organizer makes

part of Visual Learning and is especially effective in facilitating for the
students think about all the real and potential causes of an event or
problem. In addition, it helps them analyze situations, generate discussions
group activities, formulate hypotheses, think critically about a topic and elaborate
action plans. Therefore, the best way to identify problems is by
through the participation of all team members in which
work and achieve that all participants state their
suggestions.
Now, a properly planned project allows for satisfaction
the needs of the beneficiaries, and therefore it is based on an analysis
complete and correct of the existing situation. For this, it is necessary to take into

count the different viewpoints of the stakeholders, including

your needs, interests, and activities. In this methodology all the
stakeholders, such as beneficiaries, are involved in the process of
identify and analyze their needs together, appropriating
of the same. In this way, as all stakeholders are
involved, it is easier for them to accept the established plans and
they compromise their implementation, which is essential for the development of a
project.
 Figure 2. Ishikawa Diagram

STUDENTS DIRECTIVE

Little interest in Little interest in

the subject the problematical
Absence of
dynamism

ABSENCE OF
STRATEGIES FOR
Lack of They do not use STRENGTHEN THE
knowledge tools or LOCAL HISTORY
about strategies strategies

PARENTS AND
REPRESENTATIVES TEACHERS

Source: The Researcher (2016)

When analyzing the present graph, it is evident that the spine or

The general problem is the absence of strategies to strengthen history.
local, now well, the negative conditions perceived by those involved
in relation to the problem in question represented by the causes or
thorns are that students have a lack of dynamism regarding
the subject also shows that the management has little interest
about the problem, while teachers do not use tools or
strategies at the time of teaching the class; on the other hand, the parents and
representatives do not know the strategies and do not engage either
conversations with their children regarding local history. Through this
the diagram allows to reflect on the issues and enables to obtain
action plans for their respective solution.
Group objective

Insertion of different strategies into the curricular activities to

strengthen the local history in the Educational Unit Liceo 'Alfredo Ramón'
Delgado Mejías" located in the municipality of Pampanito, Trujillo state.

Actions to be developed

Plan activities that motivate students to participate in

workshops on local history so that they can gain knowledge of their
own cultural roots.

Carry out activities promoting student participation

to engage in debates about pedagogical strategies

Establish talks about identity and local history through games.

playful with the purpose of having students be part of the process
investigative.