La enseñanza de la historia al debate: análisis de cuatro propuestas en Colombia (1993-2008)

Abstract

In recent decades, the teaching of history has been under debate. For example, Law 1874 of 2017 states that the mandatory teaching of the History of Colombia is reestablished as an integral disciplinary that must aim to form a national identity, critical thinking and the formation of historical memory that leads us to reconciliation and peace. peace in Colombia. This research seeks to analyze four proposals that have been made in Colombia about the teaching of history in order to develop the points of convergence and rupture. Likewise, we want to present a discussion about how they conceive history, how they propose that it should be taught, and the contents are suggested for its teaching in four texts. In short, we consider that it is possible to interrogate these proposals by recognizing the way in which these discussions are presented to the school. In correspondence with the above and, specifically with the purpose of answering the previous questions, Content Analysis (Navarro and Díaz, 2007) and Documentary Analysis (Le Goff, 1991) are used as methodological perspectives