Los desafíos de enseñar historia en la formación inicial en Estudios Sociales. Un estudio de caso en el contexto costarricense

Abstract

The article analyzes what happens in the classes of the Social Studies career when teaching history, for this, the teaching practices of four history teachers were characterized and they were contrasted with the student´s experiences. The qualitative methodology was used with the focus of the case study, to deepen the context and the particularities of the Department of History, of the Universidad Nacional (UNA), in Costa Rica. The information was coding through Thematic and Theoretical coding, where the data was fragmented to obtain new codes that would give an answer to the research problem. The evidence showed the contradictions of the classroom dynamics, since the purposes of teaching are not consistent with the methodologies and ways of evaluating learning, which affects the development of the Historical Thinking of the students.