Incertidumbre, otredad, subalternidad: Desafíos para la práctica, herramientas para la comprensión de la enseñanza de la historia

Abstract

This article focuses on the relationships between the teaching of history and the innovations in the philosophy of contemporary history, and in particular the analytical tools that the latter can provide to understand the teaching of history. Since the loss of certainty about knowledge of the past is one of the most visible consequences of the contact with 20th century hermeneutics, one must consider how this affects perspectives on the teaching of history -As a practice but also as a political and social project. A brief recap of key changes in the philosophy of history will indicate shows how uncertainty, otherness and the subordinate dimension of many of the protagonists, whose lives and experiences we study at school, can become tools for analyzing teaching practice.