Epistemological analysis of marginality from the point of view of historiography and didactics of history. Its relations

Abstract

The article focuses on the social phenomenon of marginality, with the purpose of clarifying a definition of the concept that is useful to teachers who today explain history as a science in its teaching-learning context; this is why we reflect on the didactics of this science, which makes it possible to approach it in didactic acts as a formative expression of explaining an integral total history, addressing the economic, political, social and cultural dimensions of social life. The study of marginality is based on the discipline History of Cuba.