Teaching History in vulnerable high schools in Araucanía, Chile: a qualitative research


  • Juan Mansilla Sepúlveda
  • Claudia Andrea Huaiquián Billeke




Didactic Transposition, Teaching History, Didactic Disciplinary Knowledge, high school teaching, qualitative research


Nowadays, History and Social Sciences teaching in high school level is oriented from a training based in competencies to generate different levels of achievement and learning outcomes. Wise knowledge of Historiography as idiographic-hermeneutic social science and didactic knowledge organized from pedagogy are juxtaposed. For this reason, we created a qualitative research design from instrumental studies of cases with the purpose of describing the process of didactic transposition and didactic knowledge of disciplinary content of History teaching in vulnerable high schools from Araucania Region in the South of Chile. The theoretical and methodological approaches used were: The Constant Comparative Method (CCM) and the Methodological Triangulation of Techniques (MTT). The sampling was constituted by teachers who teach History in High Schools. The data analysis was developed through open coding from which emerged five categories: a) Difficulties in teaching practice, b) material and human resources, c) planning and evaluation strategies, d) teaching-learning strategies, e) requirements and characteristics.




How to Cite

Mansilla Sepúlveda, J., & Huaiquián Billeke, C. A. (2013). Teaching History in vulnerable high schools in Araucanía, Chile: a qualitative research. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 8(1), 121–135. https://doi.org/10.6092/issn.1970-2221/3742



Didactics: Theories, environments, and tools