Relevant social problems: interdisciplinary approach to integrated teaching of social sciences

Abstract

This paper exposes the theoretical propositions that served to sustain the research on how social sciences' teaching from the approach of relevant social problems -RSP- constitutes a proposal for interdisciplinary integration to comprehend the social reality in the school. These statements are the product of the relationships between research and the methodological approach -a case study guided by the theory- used for it. We argue that promoting the application of the RSP approach in the school curricula implies a paradigm shift in the organization of the contents, since this come up with the need for a critical curriculum in which an interpretative view of reality and a critical vision of teaching and learning are incorporated. Thus, through the development of linguistic cognitive abilities students achieve an understanding of the social reality, a main purpose in social sciences' teaching, in order to be able to intervene this reality based on their social and civic action.