Manuales escolares, enseñanza de la historia y currículo: El caso de la conmemoración de la gesta independentista en Colombia (2000-2019)

Abstract

The aim of this research is to identify the forms of reasoning contained in five eighth grade textbooks in social sciences published between 2000 and 2019 by widely recognized publishers such as Santillana, Norma, and SM. It seeks to recognize and analyze the forms of reasoning that, in relation to the independence deed, were consigned there. Within this framework, it distinguishes the support (school textbooks) and the object of research, that is, the identification, signifying and explanation of the system of ideas contained in the content and discourse found in the selected school textbooks; for this purpose, content, discourse and document analysis are proposed as methodological routes. It is possible to point out that the discourse, contents and forms of reasoning referred to are materialized in the curriculum, understood not only as a technical resource in educational institutions but also as the instrument in which the relationships woven between school, society and the State are synthesized.