The reforms to the official curriculum: the configuration of school social sciences in secondary education in Colombia

Abstract

The present research aimed to establish, in a historical perspective, the way in which curricular reform process for the secondary school have an impact on the configuration of social studies subject in Colombia between 1939, when the government issues the curricula to beginning a process to overcome the dispersion that was presented with the contents of teaching, also with the secondary education in general, until 1974 when the denationalization in the curricular production be-ginning to materialize. In this period, the educational system, curriculum and subjects undergone transformations in their structure as a result of initiatives promoted by some sectors to the school contexts, from state instances and multilateral organisms that exerted influence in the curricular determination, that led to modify the forms of objectification of curricula and school disciplines that affected part of their epistemological status. The analysis focused mainly on the reconstruction of the process, the identification of the subjects involved in it and the transformations in the structure of the study plans as a curricular mode, in addition, the secondary school in the classical kind, to determine the approach adopted and the emphasis acquired. In respect of School Social Sciences, their disciplinary components were identified, their presence in the curricular structure and, in some cases, their social function.