Prácticas docentes de enseñanza de Historia en Bogotá– Colombia

Abstract

Debates surrounding the teaching of History in the current Colombian context mostly refer to discussions associated with the presence or absence of historical content in school Social Sciences, a curricular area recognized by national regulations (General Education Law 115, 1994) as the pedagogical space to integrate social, historical, and geographical themes, processes, and discourses. In this scenario, and based on the study of the teaching practices of two Social Sciences teachers in Bogotá, Colombia, this doctoral work developed within the Research Line of Teaching: constitutive processes, teachers as sociocultural subjects, experiences, and practices, belonging to the Latin American Doctorate in Education, Public Policies, and Teaching Profession at the Federal University of Minas Gerais, Brazil, aims to analyze and present reflections of epistemological, didactic, spatiotemporal, and normative order on the dialogue between the everyday, the micro, and the particular aspects of being/doing teaching according to conceptual notions associated with teaching practices, curriculum studies, school subjects, and contemporary History teaching. Methodologically, it privileges content analysis and the ethnographic perspective, allowing some conclusions regarding the conceptualization of teaching practice, the vicissitudes in the investigative work with teachers, and the relationships between teacher, knowledge, action, and reproduction in History teaching, aiming to contribute to at least two aspects: understanding and valuing teaching practice as a time and space for the production of knowledge, and reflecting on the formulation, implementation, and adoption of public policies aimed at what, how, when, and why to teach historical content in the school context.