Experiencias docentes sobre metodologías de enseñanza-aprendizaje en contextos escolares de las ciencias sociales

The teaching of Social Sciences faces many challenges; contextualized methodologies are required to overcome traditional approaches, fostering critical thinking and civic engagement in diverse school contexts. The objective of the research was to analyze teachers' experiences regarding the use and adaptation of teaching-learning methodologies in school contexts of the social sciences. A qualitative hermeneutic-phenomenological approach was applied through semi-structured interviews with thirteen Social Sciences teachers from educational institutions, analyzing the experiences through inductive thematic coding and interpretative orientation. Five categories were identified: active methodologies, curricular tensions, self-taught innovations, institutional limitations, and critical reconceptualization of teaching, reflecting dynamics of resistance, adaptation, and re-signification in teaching practice. It is concluded that teaching innovation depends on professional autonomy in the face of structural limitations, and that the teaching of Social Sciences is re-signified as critical citizenship formation, transforming its traditional educational purpose.