A state of the art on the didactics of economics in secondary school
Abstract
The work makes a state of the art on the didactics of economics at the secondary level focusing its attention on Argentina. The review shows that the most important advances in the field have been made in relation to the study of the economics curriculum in high school, placing at the center of the question the "what is taught". Most publications point out that neoclassical theory has a wide hegemony in the production of content, the validation of teaching purposes and the definition of learning objectives. As a result, "how it is taught" and "who teaches it" has been left in the background, reflecting the lack of research on teaching practices and teacher training. Finally, the essay outlines proposals for (re)thinking about the didactics of economics in high school.
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