The teaching of Social Sciences in the context of social and humanitarian crisis
This article aims to generate a reflection on the school context derived from the social and humanitarian crisis of the last two years in Colombia, from this place, the social sciences as an area of knowledge, is configured as a space of pedagogical possibility for the historical understanding of...
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2776 |
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| author | Rojas Díaz, July |
| author_browse | Rojas Díaz, July |
| author_facet | Rojas Díaz, July |
| author_sort | Rojas Díaz, July |
| collection | OJS- Educación y Ciudad |
| description | This article aims to generate a reflection on the school context derived from the social and humanitarian crisis of the last two years in Colombia, from this place, the social sciences as an area of knowledge, is configured as a space of pedagogical possibility for the historical understanding of the social conditions in which communities live. The pandemic and its combination with the country's social crisis constituted the opportunity to review critical ways of reading the world from school contexts.
From these circumstances, critical pedagogy is presented as one of the ways to appropriate and resignify the ways in which subjects relate to themselves and especially to others, exercises that involve political positions that transcend the contents and spaces that traditionally have been set up at the school.
The challenge that unites us is to build a school where the possibilities are shown in a democratic and inclusive way, so that students develop as free subjects, aware and critical of their realities and can have tools to relate ethically and responsibly with the world, hence, the social sciences can represent a teaching and learning route at school in contexts of humanitarian and social crisis for cultural transformation. |
| first_indexed | 2026-02-24T16:00:34Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-2776 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:34Z |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-27762024-06-28T12:42:47Z The teaching of Social Sciences in the context of social and humanitarian crisis La enseñanza de las ciencias sociales en contextos de crisis social y humanitaria Rojas Díaz, July Ciencias sociales escuela crisis social y humanitaria pedagogía crítica Social sciences school social and humanitarian crisis critical pedagogy This article aims to generate a reflection on the school context derived from the social and humanitarian crisis of the last two years in Colombia, from this place, the social sciences as an area of knowledge, is configured as a space of pedagogical possibility for the historical understanding of the social conditions in which communities live. The pandemic and its combination with the country's social crisis constituted the opportunity to review critical ways of reading the world from school contexts. From these circumstances, critical pedagogy is presented as one of the ways to appropriate and resignify the ways in which subjects relate to themselves and especially to others, exercises that involve political positions that transcend the contents and spaces that traditionally have been set up at the school. The challenge that unites us is to build a school where the possibilities are shown in a democratic and inclusive way, so that students develop as free subjects, aware and critical of their realities and can have tools to relate ethically and responsibly with the world, hence, the social sciences can represent a teaching and learning route at school in contexts of humanitarian and social crisis for cultural transformation. El presente artículo pretende generar una reflexión acerca del contexto escolar derivado de la crisis social y humanitaria de los últimos dos años en Colombia[1]; desde este lugar, las ciencias sociales, como área del saber, se configuran como espacio de posibilidad pedagógica para la comprensión histórica de las condiciones sociales en las que habitan las comunidades. La pandemia y su combinación con la crisis social del país se constituyó en la oportunidad para revisar desde los ambientes escolares formas críticas para leer el mundo. Desde estas circunstancias, la pedagogía crítica se presenta como uno de los caminos para apropiar y resignificar las maneras en las que los sujetos se relacionan consigo mismos y en especial con los demás, ejercicios que implican posicionamientos políticos que trascienden los contenidos y espacios que tradicionalmente se han configurado en la escuela. El reto que nos convoca es constituir una escuela en donde las posibilidades se muestren de manera democrática e incluyente, para que los estudiantes se desarrollen como sujetos libres, conscientes y críticos de sus realidades y puedan tener herramientas para relacionarse de forma ética y responsable con el mundo. Desde ahí las ciencias sociales pueden representar en la escuela una ruta de enseñanza y aprendizaje en contextos de crisis humanitaria y social para la transformación cultural. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2023-01-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2776 10.36737/01230425.n44.2023.2776 Educación y Ciudad; No. 44 (2023): Remote, Non-Face-to-Face Education in Educational Settings and Its Effects (January-June); e2776 Educación y Ciudad; No. 44 (2023): Educación remota no presencial en los escenarios educativos y sus efectos (enero-junio); e2776 Educación y Ciudad; Núm. 44 (2023): Educación remota no presencial en los escenarios educativos y sus efectos (enero-junio); e2776 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2776/2311 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2776/2356 Derechos de autor 2023 July Rojas Díaz https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Ciencias sociales escuela crisis social y humanitaria pedagogía crítica Social sciences school social and humanitarian crisis critical pedagogy Rojas Díaz, July The teaching of Social Sciences in the context of social and humanitarian crisis |
| title | The teaching of Social Sciences in the context of social and humanitarian crisis |
| title_alt | La enseñanza de las ciencias sociales en contextos de crisis social y humanitaria |
| title_full | The teaching of Social Sciences in the context of social and humanitarian crisis |
| title_fullStr | The teaching of Social Sciences in the context of social and humanitarian crisis |
| title_full_unstemmed | The teaching of Social Sciences in the context of social and humanitarian crisis |
| title_short | The teaching of Social Sciences in the context of social and humanitarian crisis |
| title_sort | teaching of social sciences in the context of social and humanitarian crisis |
| topic | Ciencias sociales escuela crisis social y humanitaria pedagogía crítica Social sciences school social and humanitarian crisis critical pedagogy |
| topic_facet | Ciencias sociales escuela crisis social y humanitaria pedagogía crítica Social sciences school social and humanitarian crisis critical pedagogy |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2776 |
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