Abstract
The teaching of history provokes discussions around versions, actors and historical sources used for the construction of historical knowledge in the school environment, which draws the attention of public administrations when proposing curricular content of the historical account in the classrooms. In this context, this research offers some qualitative analyzes on the teaching of history in Bogotá- Colombia, conceiving it as a field in continuous construction, influenced by school Social Sciences and in charge of the formation of historical thought, historical memory and citizenship the methodological itinerary was the documentary analysis of three proposals for teaching history made between 2004 and 2015 in Bogotá – Colombia: Rutas Pedagógicas de la Historia en Educación Básica de Bogotá; Orientaciones Curriculares para el Campo del Pensamiento Histórico; y La Enseñanza de la Historia en el Ámbito Escolar. The results obteined are about the interest of both the academy and the public administrations in positioning the narrative dimension, temporaluty and collaborative research in the processes of teaching history.
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