Horizons for the teaching of history in Latin America

Abstract

The article discusses theoretical and thematic perspectives on the teaching of history in Latin America according to three topics: (1) the new identitarian constructions underlying the decolonial turn, (2) the digital humanities and (3) the relationship among historical knowledge, spaces of education (both material and immaterial) and the publics in network society. The pervasive effect of contents in network society has been shifting historical knowledge from its privileged spaces in modernity (school system) towards a diffuse system that is more prone to the circulatory effects of information, antagonisms and revisionisms. The current digitalization of society and its dynamics of teaching and research points to new modes of being and new contradictions within teaching activities, which are increasingly dependent on immaterial infrastructure and interactions. In an age of abrupt sociocultural and economic changes, the reflection on the horizons of the teaching of history also implies a broader framework concerning the diagnoses of the crisis of humanities.