Objective:

The paper aims at describing a model for the education of historiographic critical competence in the discipline History of Cuba in social sciences majors.

Methods:

The authors rely on analytical-synthetic and inductive-deductive methods, modeling, as well as analysis of documentary sources, student survey and interviews to teachers and key informants.

Results:

The main contribution is the design a didactic model for educating in the historiographic critical competence as component of the teaching learning process in the discipline History of Cuba.

Conclusion:

The model devised is based on synergic relations between the subsystems and components, which systematically lead the agents involved (students and teachers) to move from social science researching to the teaching and learning national history, facilitating contextual problems solution, relating theory and practice and familiarizing students with professional methods and procedures for a proper performance by means of historical criticism.

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