ABSTRACT
With the aim of analyzing the effects of dialogic teaching in the approach to conflictive pasts, this chapter presents the quantitative results of a pretest–posttest didactic design study on the teaching of the Malvinas War in a group of 66 students from Buenos Aires, Argentina. For this purpose, we developed several dialogic activities based on the viewing of the film Theater of War and the reading of historiographic texts. A questionnaire was used to assess historical knowledge, levels of prejudice towards the British, and moral judgments about the war. The results suggest that the dialogic activities were effective in strengthening historical knowledge and reducing prejudice among students. Moral judgments about the war proved to be more difficult to change. This highlights the relevance of promoting dialogue in the classroom to encourage a reflective understanding of the past.
