School textbooks between the teaching of content or development of competences

Abstract

This article is oriented to analyze from the case of educative politic from Colombia, the duality faced by teachers in front of the decision to choose between text that grant a privilege to teaching contents, or text who focus in development of competencies. In order to do that, it is necessary to know: ¿How the teachers work in classroom? And ¿Do the teachers understand work with competencies and skills? The Colombian case is an excuse or framework to understand what is happening in Latin America and to propose a way to develop school texts for geography and history teaching. School text is a central tool for teacher’s work in classroom, and because methodological and didactic orientation of geography and history have changed over the years within the emergence of new tendencies, school text must change, but the challenge of changing the text didactic orientation, should be accompanied by teachers school text imaginary transformation.