• Glenda Roque Ramos

  Author

• Nayade Caridad Reyes Palau

  Author

History education has formative potential beyond the acquisition of knowledge about events, processes, and temporalities, as it offers opportunities to understand diverse human experiences and establish reflective connections between past and present. This article aims to provide the theoretical foundations for a didactic model based on the inclusive and humanized use of historical biographies to foster historical empathy, participation, and the potential strengthening of self-esteem among secondary school students, with particular attention to learners who experience mobility-related barriers and require specific educational support. A qualitative theoretical-documentary study was conducted through a critical and integrative review of literature on inclusive education, historical empathy, self-esteem, Universal Design for Learning, and history education. As a result, the BIO-INCLUYE Model is proposed, structured around five components: biographical humanization, historical contextualization, historical empathy, reflective identification, and inclusive participation. The proposal is aligned with Universal Design for Learning principles and includes multiple means of engagement, representation, action, and expression. A coherence matrix and a content-validation protocol involving five expert judges are also incorporated. It is concluded that historical biographies have the potential to support more inclusive history education when idealized heroism is avoided and diversity, barriers, support, decision-making, and differentiated forms of participation are recognized. The relationship with self-esteem is presented as a pedagogical hypothesis requiring empirical validation.

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