Formalization of social science didactics in teacher training in Colombia

Abstract

In this article we present an approach to the trajectory of the formalization of social sciences didactics in Colombia in the field of teacher training. The beginning of this process can be traced back to the creation of the social sciences curricular area in schools in the 1930s, up to the current dynamics associated with the effects of educational policies promoted in recent years. First, we address the different moments of transformation that have taken place in relation to this field of knowledge with respect to the curriculum, teacher training and educational policy. Secondly, we analyze the theoretical and methodological approaches to school social sciences and social science didactics derived from the research and innovation proposals developed in the country since the 1990s. Thirdly, we present our experience as a work group within the framework of the degree in social sciences at the Universidad Pedagógica Nacional, and in particular as a research group that leads the training process of university students in the pedagogical project line called Political training and social memory. Finally, we formulate a set of conclusions oriented to show the possible routes of this field at present in articulation with other national contexts.