Estudios Sociales en Educación: Fundamentos, Enfoques y Perspectivas Críticas en el Contexto Latinoamericano

Abstract

This article critically examines the field of social studies education in the Latin American context, marked by structural inequalities, colonial legacies, and persistent sociopolitical tensions. From a theoretical-reflective perspective, it analyzes the epistemological foundations, pedagogical approaches, and political disputes shaping this field, arguing that social studies teaching must move beyond content transmission and function as a space for the formation of critical subjects. The study explores the transition from memorization-based models to constructivist, critical, and decolonial approaches, highlighting both their contributions and limitations. It conceptualizes the curriculum as a contested terrain shaped by power relations, where historical narratives, knowledge forms, and models of citizenship are defined. Additionally, it integrates contemporary dimensions such as digital transformation and critical literacy, the teaching of historical memory in post-conflict settings, and intercultural bilingual education as a decolonial horizon. The article argues that meaningful transformation depends on robust teacher education grounded in Pedagogical Content Knowledge from a critical perspective. It concludes that the renewal of social studies constitutes a pedagogical, political, and ethical project aimed at fostering subjects capable of interpreting and transforming social reality in Latin America.