Enseñanza de la historia en el séptimo de Educación General Básica desde las perspectivas de las pedagogías críticas

Abstract

This monographic work is the result of research that is located within the field of pedagogical and didactic education, where it is intended to argue bibliographically that there are alternative ways for teaching history in the seventh year of Basic Education based on Critical Pedagogies. According to this objective, the aim is to systematize the contributions of critical pedagogies for the teaching of History in the seventh grade, starting from the research of its emergence, conceptualizing the role of the teacher and the student. As well as, defining what is History, how has been his teaching and the contribution of critical pedagogies to it. Then, the didactic pedagogical recommendations for the teaching of the Social Sciences (History) presented by the Ministry of Education within the curricular hexagon are analyzed, where the activities presented within the book and notebook of the seventh grade (EGB) are reviewed, to determine whether these recommendations are fulfilled within the activities. Finally, after analyzing the two categories, the importance of applying alternative proposals for the teaching of History from the perspectives of Critical Pedagogies is established. As conclusion, a change of vision is needed in the teaching of history and to recognize that there are novel methods, contextualized and alternative techniques that contribute to the reflection and emancipation of educational actors.