Resumen

ARANGUREN R, Carmen. Theory and practice in teaching History: an epistemological relationship.. La Revista Venezolana de Educación (Educere) [online]. 2005, vol.9, n.28, pp.61-65. ISSN 1316-4910.

The revision of the epistemological link between the concepts of theory and practice in teaching History is necessary to define the scientific status that defines this relationship from a mutually constitutive view. This approach demands a definition of the conceptual presumptions that give History didactics a new perspective within the theoretical, scientific methodological and practical. This way, it would be feasible to understand and contextualize the propositional capacity in teaching History, not only in the cognitive area, but the social, axiological and political spheres, that undoubtedly involve the education process. It is evident that the division in the understanding the practice of teaching History, within an empiric and pragmatic position, affects the development of the subject, the conceptualization of the discipline, the planning and didactic methodologies. Within the instrumental frame, History teaching gives priority to techniques learning and the development of abilities limited to the cognitive sphere, this is why it does not recognize the subjective and social processes implied in its own nature. In this area of analysis it is convenient to search for philosophical and scientific basics to recognize the position from which we approach the object and subject of study in teaching-learning History. This allows knowing where to start, where the finishing point is and why certain goals are established.

Palabras clave : epistemology; theory; practice; teaching; History.