The authors state that the purpose of social science education is not to train social scientists or experts in a science or discipline. What is taught in social science must go beyond knowledge of the sciences and is linked to the social formation of the school so that children and adolescents have the necessary tools to read, interpret, critically analyze and develop in the reality in which they are immersed and work to improve it. Thus, what interested classical didactics, which referred to methodological devices, must be rethought, since not only does the post-modern condition require thinking about information, but the educational event implies other elements that had not been taken into account, such as the problem of representations, of transpositions, which overcome the problem of conceptualization. Nevertheless, the interest of the authors of this text has been to consider how in the contemporary educational world it is possible to rethink the didactics of the social sciences, with new paradigms and new forms of teaching, adapted to the complexity of today's world and strengthening its comprehensive and emancipatory purposes of critical-social thinking. In this regard, it is essential that this text be a reference for social science teachers to reflect on their educational practices and disciplinary training.
|Translated title of the contribution||REFLECTIONS UPON THE DIDACTICS OF THE SOCIAL SCIENCES: CONTRIBUTIONS FOR THE TEACHERS WHO GUIDE THE SOCIAL SCIENCESTEACHING IN THE ELEMENTARY AND MEDIUM EDUCATIONAL LEVELS|
|Original language||Spanish (Colombia)|
|Journal||Pedagogía y Saberes|
|State||Published - 25 Oct 2008|
- critical thought
- social sciences