Narratives of history teaching in continuing education processes

Abstract

In this work, we aim to assess and give new meaning to the teaching practices implemented in the Interdisciplinary Permanent Seminar held within the Faculty of Humanities, National University of Salta, currently named "Decolonial and Cultural Studies on Ancestral Knowledge of Afro and Indo-America." When reviewing the curricula of the country's main universities to identify common patterns in their structures, a marked Eurocentric scheme is found that privileges European history and approaches coined in Western Europe. Although the decolonial perspective has grown around some disciplines such as philosophy and sociology, it is still lacking in history, although it proposes a particular approach to history that focuses on decentering Europe from the historical narrative and recovering different peoples and regions that were hidden and subordinated by the modern Eurocentric view. The goal is to deconstruct the conceptual and categorical tools used in various educational contexts. At the same time, to reflect from decolonial theoretical-methodological postulates, some of the issues addressed in a comparative and interdisciplinary key, namely: a) Crisis of democracies; b) Regional integration, and c) Ecology and social justice.