Teaching local history through generational interviews. Case study at the Pedro Balda Cucalón Educational Unit, Manta, Ecuador
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This review article analyzes the implementation of generational interviews as a didactic strategy for teaching local history at the Unidad Educativa Pedro Balda Cucalón, located in Manta, Manabí province, Ecuador. The research is grounded in a qualitative approach with a case study design, employing systematic review of national and international scientific literature, documentary analysis, and systematization of pedagogical experiences. The theoretical foundations of historical thinking, oral history, and contextualized meaningful learning are examined, contrasting findings from previous research with the Ecuadorian educational reality. Results reveal that generational interviews strengthen the construction of local identity, promote critical thinking, and generate an emotional connection with the intangible cultural heritage of Manta. It is concluded that this methodology constitutes a valuable pedagogical tool that transcends data memorization and contributes to forming citizens aware of their historical heritage, particularly in contexts where official history has rendered popular narratives and community memories invisible.
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