Los maestros de Ciencias Sociales de la ciudad de Medellín ante la enseñanza de la historia reciente de Colombia: Una toma de posición

This paper sought to analyze the positions assumed by Social Science teachers of two educational institutions in Medellin when teaching the recent history of Colombia and how these positions reflected their political subjectivity. To this end, from a qualitative social approach, a case study was conducted involving six secondary school teachers. The results revealed that these teachers are political subjects who, by assuming a position and being aware of their political role, incorporated the recent history of violence as content in their classes with the objective that students, by understanding the past, could understand the present and contribute to its transformation. In this way, by assuming a position, teachers reflect their political subjectivity, understanding the act of positioning themselves as a political event in which the subject recognizes his past and projects a future.