Teaching historical empathy through the study of partisan violence during La Violencia in Antioquia, Colombia

This article presents the results of qualitative research on how to teach historical empathy to schoolgoers, using the example of fifteen- and
sixteen-year-old schoolgoers in a rural school in the Department of Antioquia who studied the period of Colombian history known as La Violencia.
Focusing on the events that took place in their own department, the students had to use different source documents to create historical narratives
about the conflict, and the classification of the exercises into typologies of historical empathy showed that sustained teaching of this kind helps students
gain historical empathy at more complex levels and contributes to the development of their historical thinking skills.