Resumen

APONTE OTALVARO, Jorge Enrique; RODRIGUEZ AVILA, Sandra Patricia  y  ACOSTA JIMENEZ, Wilson Armando. Teachers and School Knowledge of the Social Sciences: Evaluation as a Curricular Mandate. Pedagogía y Saberes [online]. 2022, n.56, pp.81-96.  Epub 24-Sep-2022. ISSN 0121-2494.  https://doi.org/10.17227/pys.num57-13981.

The Ministry of National Education (MEN) and the National Pedagogical University (UPN), established an agreement in 2019, in which one of their purposes was the systematization of the work tables with professors of Social Sciences and history, the purpose of which was to project recommendations for updating the social sciences curricular guidelines, integrating history, within the framework of Law 1874 of 2017. In the framework of what was agreed, an investigative process was carried out that consisted in the elaboration of a state of the art on academic references about the teaching of history and social sciences in Colombia, as well as the realization of two discussion tables and work with teachers from the area at the national level. Teachers from Bogotá, Cali, Medellín, Arauca, Florencia, Ibagué, Riohacha, Pasto, and Maicao participated in these tables, as well as representatives of organizations such as CINEP, the Oral History Collective, and representatives of the National Center for Historical Memory. These actors contributed with their experiences and reflections in the construction of recommendations that were collected in the final document of the study and that have allowed to problematize the school curriculum of social sciences. In this article, we return to some reflections derived from this research process focused on three aspects: the place of the teacher in the social sciences curriculum, the tensional relationships between the national assessment system and the curriculum, and the debates on school knowledge.

Palabras clave : research on the curriculum; quality of education; social sciences; teaching profession; school knowledge.

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