The problem of ideology as a dimension of historicalconsciousness and its implications in education

Abstract

This article is a commitment to define the concept of ideology in the context of the teaching of history
and its link with the appropriation of a historical consciousness. Social subjectivity has led to the
ideological being seen as a transforming entity that is constantly changing in search of interrelation
with the world, as well as strategies for the reproduction of new cultural and psychological
mechanisms that enrich its definitions. The concept of ideology has undergone constant changes over
time, not in its substance, but in its form. It is constantly related to ideas, thoughts, desires, dreams
or solutions. Its implications and the way in which some actors have understood it have caused
friction at different times, but it is continually linked to historical time. Although it is true that it has
used other disciplines to feed itself, its conception has a strong political and sociological weight that
has enriched it, to the point of always keeping it in mind when it comes to defining a certain group,
sector or population that thinks or act differently according to the norms established by a community.
It has been named as that with which we can form an idea or argument that allows us to establish
a connection between actions aimed at transforming communities or, on the contrary, only as the
discursive body of certain groups that must adhere to certain norms that allow them to participate in
a society that constantly changes and is modified according to the interests of a pedagogical system
of power.