The present paper considers different issues related to the possibilities and limits of History teaching in secondary schools in Argentina. What are the problems and worries of university History teaching students from the Universidad Nacional de La Plata? What questions do these students ask former teachers and principals from various public schools in La Plata? What are the social changes derived from different issues and matters of the function and organization of the educational system that affect the basic programs of History teaching training? To answer these questions, we propose a qualitative methodology with an ethnographical perspective that combines conversations and participant observations of teachers’ meetings to acknowledge the teachers’ knowledge and work. In addition, we contextualize this rich information with a brief depiction of the history of the educational system, policies, and History didactics in Argentina.
The present paper considers different issues related to the possibilities and limits of History teaching in secondary schools in Argentina. What are the problems and worries of university History teaching students from the Universidad Nacional de La Plata? What questions do these students ask former teachers and principals from various public schools in La Plata? What are the social changes derived from different issues and matters of the function and organization of the educational system that affect the basic programs of History teaching training? To answer these questions, we propose a qualitative methodology with an ethnographical perspective that combines conversations and participant observations of teachers' meetings to acknowledge the teachers' knowledge and work. In addition, we contextualize this rich information with a brief depiction of the history of the educational system, policies, and History didactics in Argentina.