Approaches to history that should be done, taught and the teachers that should be trained

Abstract

The 20th century brought great challenges to education in our country, particularly to the teaching of History, influenced by neoliberal globalization that threatens to eliminate the cultural values, traditions, identity and idiosyncrasy of our people, which forced the realization of profound changes in its teaching starting in the 60s of the aforementioned century. The present work offers some approaches to the problems of history in current times. It does not offer recipes to follow, nor does it propose methodologies on how and why it should be done this way, nor does it outline certain rules that are sometimes imposed. Comments and theoretical reflections are made about the reality of what we should work on in our classrooms and keep in mind that in the historical context we live in we must be more efficient. The objective is to propose some approaches to history that should be done, taught, and the teachers that should be trained. For this, theoretical methods were used such as: historical-logical, hypothetical-deductive and analysis and synthesis and empirical methods such as bibliographic analysis; which allowed us to conclude that the history that is constructed must have a strategic vision of the world around it, that leads to social recognition, being scientific and developing independent work skills, where its educational role is reinforced. Also contributing to the development and formation of revolutionary and patriotic convictions in students, so that they are committed and competent professionals in the future.