Enseñanza del pasado reciente en Colombia

Abstract

This paper is part of the ongoing discussions on the teaching of recent history on the continent, highlighting teachers' perspectives on pedagogical processes and the problems associated with this particular teaching approach under construction. Based on a qualitative study, its proposal focuses on analyzing the perspectives of teachers responsible for articulating this new way of teaching Colombia's recent past in response to the need to historicize the armed conflict. The study supports the assumption that teaching this past is related to the teacher's political-pedagogical positioning, which, from a situated awareness of its historicity, considers teaching this past in terms of transforming the present of injustices. This assumption becomes progressively evident throughout the work, which is organized from a contextualization, description, and exhaustive analysis of the recent past as an object of study and the different forms of research on its teaching in Colombia and Latin America, to the school context, recognizing the conceptual and methodological devices and resources that enable the incorporation of the events of these pasts into the classroom.