Untitled

Abstract

The teaching-learning process on international relations for the 10th grade students of the IPVCE "Federico Engels" of Pinar del Río; It is governed by a system of didactic principles, which define its dialectical materialist approach, its updated character and its incidence in the education of feelings of social justice. This article aims to present some theoretical and empirical considerations on the teaching-learning process of international relations in the IPVCE "Federico Engels" of Pinar del Río. The research is based on the materialist dialectic as a general methodological theoretical foundation; making use of a system of theoretical and empirical methods that includes: the historical-logical; analysis and synthesis; induction deduction; the system approach; observation. The study carried out made it possible to define the research object as: the succession of activities planned, guided and controlled by the History teacher at the pre-university level; aimed at students interacting with updated and contextualized sources of historical knowledge, of a probative and emotional nature; to assimilate the knowledge about international relations in the 10th grade students of the IPVCE "Federico Engels" of Pinar del Río; develop logical historical thinking skills and contribute to the education of feelings of social justice; from a critical and independent perspective. At the same time, insufficiencies were identified in this regard; expressed in deficiencies in historical knowledge, use of traditional methods and procedures and memory, outdated and dispersion of historical information and use of traditional sources of knowledge.