Los estándares pedagógicos en Historia y Geografía tensionados por las demandas educativas del Siglo XXI

This interpretative and reflexive research analyzes the pedagogical and disciplinary standards for the training of History and Geography teachers in Chile, evaluating their coherence with the following aprioristic categories: the necessary skills for the 21st century, the current curricular bases and the national socio-political reality. A qualitative approach is used to interpret the content of the standards, identifying gaps in the relationship of the corpus with the categories of analysis. The study reveals coherence in disciplinary areas such as Citizenship Education and discrepancies between the standards and current demands, suggesting the need for a revision to ensure comprehensive and contextualized teacher training. Finally, it proposes the need to integrate multiple demands in the curricula for a more complete training.