The professionalization in the historical-professional pedagogical argumentation of the history teacher of basic secondary

Abstract

The article considers the theoretical-methodological shortcomings of historical thought that limit the mode of action of the Secondary School History teacher in the fulfillment of their professional functions. It reveals the logic of professionalization in which historical argumentation is connoted as a professional pedagogical skill and its structuring in the systematization of historical-professional pedagogical critical thinking. For its design, theoretical, empirical and mathematical methods were used that allowed verifying the feasibility and relevance of the proposal in the transformation of the History teacher in the postgraduate training process of Basic Secondary.