translated from Spanish: Concerns and questions concerning the teaching of history, geography and citizen education

The news appeared in the mass media about the changes in the national curriculum has generated or great debate. In particular, it draws attention to the announcement that history will become an optional and non-obligatory course in third and fourth half.
After talking with several teachers who are dedicated to the training of future teachers of history and geography that will exercise in the classrooms of the country, there are several questions that concern us, for example: Why delete this course?, does history not serve To form citizens? Beyond making a disciplinary defense, the decision taken can refer us to the classic discussion about the purposes of teaching history and geography.
From a perspective of employability, in a Tweet minister Densa says that, by the approach of the new course on citizen education, this must be taught by history professors. However, it would be essential for such a statement to be embodied in an official document rather than a social network, in order to ensure that it is fulfilled and is not a declaration of good intentions.
It is also concerned that the Minister points out in the same network that all the knowledge and skills of history are covered between first basic and second half, which at the moment we cannot corroborate without having the respective plans and programs of the MINEDUC.
The same authority points out that the curriculum change focuses on forming responsible citizens, to what arises the doubt that history and geography do not serve to achieve that?, with two years of a citizen training course will be achieved this? We know that Law 20,911 (2016) indicates that educational establishments must develop a citizen training Plan at all levels, so that the implementation in the third and fourth half of a citizen education course can be interpreted as a Way to close the formative process of the students. But, the current teachers of the system have updated training to cover the approach outlined in the CNED agreements, how will the learning and impact of this public policy be assessed both in the classroom and at the country level?
These are some of the questions and concerns that as teacher trainers concern us.

The content poured in this opinion column is the sole responsibility of its author, and does not necessarily reflect the editorial line or position of the counter.

Original source in Spanish

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