Theoretical foundations of raciality as content in the teaching-learning process of Cuban History

Abstract

This article addresses the theoretical foundations for the didactic treatment of raciality as a historical content in the teaching-learning process of Cuban History. Demonstrating its transversal and interdisciplinary character from the conception of Integral Social History. It emphasizes the need for the selection and sequencing of raciality as historical-didactic content in order to establish a methodology that includes methods, procedures, techniques, actions, means and forms of organization that allow dynamizing the treatment of raciality. The didactic conception is synthesized in the educational potentialities of the training context by promoting an education to learn to live and coexist in society, achieving the integral development of the students and an evaluation of process and result.