Didactics of history and social sciences in Chile. Dissociated paths and alternative forms in teaching. Questions for a discussion

Abstract

This paper reflects on the historical features that have characterized the development of the didactics of history and social sciences in Chile, in particular between the years 1990-2020. The descriptive analysis of contents on the theoretical-methodological perspectives of this teaching, in articles of academic journals, shows that the production, research and reflection on this didactics is established in a marginal position in the educational field and that the discussions between researchers and professional communities responds to curricular policies, rather than to autonomous initiatives.  The review of prospective teachers' theses presents theoretical and methodological approaches in development, which guide teaching from cognitive perspectives (promotes skills of the discipline), practical (descriptive and critical ethnographic) and critical (classical and contextualized) that address the relationship of power in educational devices and relate in a situated way socio-political phenomena and interdisciplinary perspectives.  Finally, points of reflection are established on these ways of developing didactics that project future inquiries.