Pedagogy 2025

Abstract

The challenges of today’s world demand that pedagogy students develop a critical perspective and a sense of responsibility in working toward a better society. In this context, the learning of Social Science Didactics during their university studies should align with this frame. This paper presents a course proposal designed with these objectives in mind. The program is structured into three parts. First, the theoretical foundations of the discipline—such as historical and geographical thinking, as well as specific didactic methodologies— provide students with essential conceptual tools. Second, critical pedagogical approaches—interculturality, intersectionality, and decoloniality—are introduced in order to move beyond traditional perspectives toward more democratic frameworks that offer stronger tools for understanding social injustices in a globalized world. Third, the analysis of specific issues—such as social inequality and colonial violence— fosters critical thinking and the development of teaching proposals oriented towards contemporary challenges. Assessment is based on daily projects focused on democratic citizenship as an ongoing process that requires participation, action and a democratic perspective. Students are expected to understand that selecting historical sources could entail the silencing of minorities, to explore different methodological approaches to injustice, and to propose critical practices in diverse educational contexts. In sum, they should be able to examine social problems critically. Consequently, the production of knowledge is presented as a battleground in which educators act as key agents who can denounce social injustices and amplify the voices of subaltern groups through critical didactic practices. On this basis, the paper argues for the advantages of addressing socially relevant issues in the classroom as a means to foster democratic citizenship through the teaching of Social Science Didactics.