Enseñanza de la territorialidad y formación ciudadana en experiencias pedagógicas de profesores en ciencias sociales

Abstract

The teaching of social sciences in Colombia plays an essential role in the formation of critical, participatory citizens who are aware of their territory. The purpose of this research is to understand the relationships between the teaching of territoriality and citizenship education in the pedagogical experiences of social science teachers, based on documentary analysis with a historical hermeneutic approach and a comparative methodology. The results show that, although both categories appear in school practices, their relationship has been little explored theoretically. It is identified that territorial processes close to the educational community are not always integrated into pedagogical dynamics, which limits their educational potential. In conclusion, strengthening this articulation contributes to consolidating educational processes that promote the construction of autonomous, critical citizens committed to territorial appropriation.