Recent history and its relation to the didactics of integral social history.

Abstract

This article argues recent history from historiographical foundations. It starts with an analysis of the main historiographical currents that have an impact on the teaching-learning process of American history and then delves into recent history. In this sense, its main features were taken into account in order to determine its relevance from the past-present-future relationship and to establish its link with the Didactics of Integral Social History. Its objective is to point out the theoretical need for the insufficient didactic treatment of recent American history. Besides, it constitutes a result of a doctoral research and is part of the tasks of the research project History to teach and learn, which is developed at the University of Las Tunas.