En este artículo se analizan entrevistas realizadas a seis docentes de Historia en nivel medio superior con el fin de revisar y reflexionar sobre sus concepciones epistemológicas. El método empleado fue cualitativo, asimismo, se utilizó la investigación narrativa; auxiliándose de la técnica de entrevista a profundidad. Entre los principales hallazgos destacan que la mayoría de los profesores tienen una concepción errónea del concepto de Historia, del uso de las fuentes, del tiempo histórico, así como de su epistemología. Así mismo, algunos docentes no cuentan con el perfil profesional adecuado para impartir la disciplina, por lo que, en resumen, su reflexión crítica es menor ante los cuestionamientos del sentido de la Historia, lo cual influye en la reorientación de la enseñanza de la disciplina.

In this article, interviews with six history teachers at the upper secondary level are analyzed in order to review and reflect on their epistemological conceptions. The method used was qualitative and narrative research was used; using the in-depth interview technique. Among the main findings, it is worth noting that most teachers have a misconception of the concept of History, of the use of sources, of historical time, as well as of its epistemology. Likewise, some teachers do not have the appropriate professional profile to teach the discipline, so, in summary, their critical reflection is precarious when faced with questions about the meaning of history, which influences the reorientation of the teaching of discipline.

In this article, interviews with six history teachers at the upper secondary level are analyzed in order to review and reflect on their epistemological conceptions. The method used was qualitative and narrative research was used; using the in-depth interview technique. Among the main findings, it is worth noting that most teachers have a misconception of the concept of History, of the use of sources, of historical time, as well as of its epistemology. Likewise, some teachers do not have the appropriate professional profile to teach the discipline, so, in summary, their critical reflection is precarious when faced with questions about the meaning of history, which influences the reorientation of the teaching of discipline.

The objective of this article is to dialogue with the new moral realism of Markus Gabriel to affirm the reality of the Anthropocene in the face of postmodern denialism. In order to do this, we review some characteristics of the so-called postmodernity, and its manifestations in politics, ethics and epistemology. Next, we analyze Markus Gabriel's new moral realism due to the fact that only from a realistic and universalist ethical position will it be possible to counteract the climate catastrophe. As a result of the above, we reflect on the horizons that can enable moral realism in various areas of life. as a viable alternative to clarify why we cannot continue perpetuating the relativism of climate events, and also enable the intensification of policies focused on carrying out actions that combat the destruction of life on the planet.

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