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 número53RACIONALIDADES CURRICULARES EN LA FORMACIÓN DEL PROFESORADO DE HISTORIA EN CHILELOS SABERES HISTÓRICOS ESCOLARES COMO CONSTRUCCIÓN SITUADA Y SINGULAR índice de autoresíndice de materiabúsqueda de artículos
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Diálogo andino

versión On-line ISSN 0719-2681

Resumen

PLA, Sebastián. HISTORY AND CITIZENSHIPIN MEXICAN HIGH SCHOOL. A VIEW FROM SOCIAL JUSTICE PEDAGOGY. Diálogo Andino [online]. 2017, n.53, pp.33-43. ISSN 0719-2681.  http://dx.doi.org/10.4067/S0719-26812017000200033.

This text is a curricular analysis of the course of history and its relationship with citizenship education in the Mexican High School. For the analysis considers the curriculum in its historical and political dimension to describe how the two subjects have two antinomic rationalities. Coloniality is analyzed within syllabus and asks whether the way teaching is prescribed is potentially promoter or social justice. The conclusion is that the rationality of history education promotes an adaptive strategy that hinders the understanding of power relations in contemporary Mexican society and therefore does notprovide elements for social change. By contrast citizenship education problematizes colonial history and its impact on contemporary Mexico, but the rationality that underlies the idea of citizen, not necessarily promote transformative actions background. This is because the Mexican school resigned from the 2008 reform, the whole critical tradition of social studies. This study is supported from a qualitative methodology based on social justice pedagogy.

Palabras clave : Teaching History; Citinzenship Education; High School; Mexico; Social Justice.

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