Critical teaching of social studies in secondary education: strategies to promote historical and citizen thinking

Abstract

In the current Latin American context, characterised by profound political transformations, social tensions, and democratic challenges, critical teaching of social studies in secondary education emerges as an essential component for developing reflective, ethical, and engaged citizens aware of their realities. This research, conducted through a systematic literature review following the PRISMA protocol, examines the approaches, strategies, and pedagogical experiences implemented in Ecuador, Chile, and Argentina aimed at strengthening historical thinking and civic education. Key teaching practices are identified, such as critical analysis of sources, problem-based learning, and connection with the socio-political environment, which enable the overcoming of traditional methods and foster a contextualised and critical understanding of historical and social processes. From a comparative perspective, the progress and limitations in consolidating a critical pedagogy are analysed, highlighting the urgent need to enhance teacher training, optimise institutional resources, and coordinate public policies that support transformative education. The findings emphasise that secondary education, when guided by a critical and inclusive vision, becomes a pivotal space to nurture active citizenship, capable of interpreting the past, understanding the present, and consciously participating in the construction of more democratic, just, and plural societies in Latin America.