| Sumario: | This essay is a theoretical discussion that aims to identify the relationship -or relationships- between the teaching of Recent Present History (hereinafter HRP) and the citizenship education of students. It is a qualitative study that emerges from the Didactics of Social Sciences. The methodology was a bibliographic review or Scoping Review based on the work with open access databases and seminar proceedings. The proposition of this review is that the teaching of the HRP allows addressing the contents of historical memory as an inherent part of democratic and critical education of citizenship. Among the findings found in literature and historiography, the importance of situated learning stands out where memory should be at the service of democratic education. The link between HRP and citizenship education is key to historicizing the personal and collective experience of students. Among the conclusions that can be drawn is that the teaching of history should have as its most important purpose that students understand persistent dynamics and promote the search for alternatives to problems that are close and relevant to them. In this process, teacher training, thinking and practice are essential for educational change.
The conclusions highlight the importance of situated learning, where memory must be at the service of democratic education. The link between RHP and citizenship education is key to historicise students' personal and collective experience. The teaching of history should have as its most important purpose that students understand persistent dynamics and promote the search for alternatives to problems that are close and relevant to them. In this process, teacher training, thinking and practice are essential for educational change.
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