The didactic of history in teacher training at the National University of Comahue.

Current challenges

Abstract

The didactics of history, as a field of knowledge, addresses, among other issues, the teaching of how to teach history and undertakes the training of those studying history to become teachers. From this general notion, a field of knowledge is configured that interacts with the relevant sciences and the problems arising from the practices of teaching and learning history and the social sciences. Research in the field aims to unravel this dynamic and complex object to offer improvements in historical education proposals and teacher training. Although new lines of research have been generated (perspectives of interculturality, human rights, gender, interdisciplinarity, or sustainability), these have not necessarily been incorporated into the programs or curricula. In this context, we understand that social problems must be considered in the didactics of history and in teacher training. We propose to engage in dialogue between the contributions of the didactics of history in the teacher training at the Faculty of Humanities of the National University of Comahue and the current challenges in the teaching and learning of history.