The didactics of history in the educational and research fields:

progress and pending issues at the Faculty of Humanities, UNCA

Abstract

This article presents a referential framework within which the curriculum of the History Teaching program at the Faculty of Humanities of the National University of Catamarca (UNCA) is situated. In this context, it aims to uncover the role of History Didactics, traversing the longstanding debate between general didactics and specific didactics, understood as a winding process through which specific didactics, including Mathematics Didactics, paved the way for others such as Social Sciences and History Didactics. The article delves into the particularities and debates surrounding these latter disciplines to understand their current state in higher education and research. The analysis focuses on the 2010 curriculum of the History Teaching program at the Faculty of Humanities, considering its strengths and weaknesses and emphasizing the role of History Didactics.

The study adopts a qualitative approach, as it allows for holistic thinking and deep exploration of the meanings interwoven in these contexts. To achieve this, document analysis is employed, with a focus on selected literature and the curriculum designed for this purpose.

ARK CAICYT: https://id.caicyt.gov.ar/ark:/s16688090/esbar4u69