Abstract
The present work tackles the relation between the Pedagogical Renewal Movements and the methodological innovation in the didactics of the social sciences. For this, a qualitative research has been carried out through the analysis of various sources, mainly, the specific publication of the Tamonante collective and the Tahor Magazine, as well as documentation prepared by participating groups and teachers. The main objective that is pursued is to determine the implication of the Pedagogical Renewal Movements in the constitution of active methodological assumptions that will led to a whole paradigm shift in teaching after the years of dictatorship and the constitution of an innovate educational in the Canary Islands. All of this will lay the foundations for the incorporation of innovative methodologies in the classroom where students assume a leading role and heritage as an essential element of the didactic proposal in the Canary Islands.
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