Calidad educativa y didáctica de la historia en los gobiernos neoconservadores en México 2000-2012

Abstract

This article analyzes the impact of educational quality in the teaching of history in Mexico during the administrations of the conservative National Action Party. It describes how the criteria of effectiveness and relevance are crucial to transform the epistemology of historical knowledge in school. The first creates national and international assessments requiring designing curricula as clearly measurable, sequential and allowing international comparison standards. The second does so through the concept of competence and skills by which a universal knowing subject has to be formed. Also, the role played by different researchers in history teaching to produce this mutation is studied. I conclude that despite some progress in government proposals for history teaching the quality of education and the idea of universal subject are deeply exclusive with other ways of thinking about the past inside the school. I use as sources for analyzing national educational programs, different teaching materials and curricula reforms for basic education, in 2006 and 2011.