Uses of writing in the teaching of History

Abstract

In this text we present a characterization of uses of writing in history teaching, produced as part of a Specific Didactics research that studies the relationships between reading and writing in the teaching and learning in school history. We discus related uses of writing for different purposes, in addition to imposing the usual didactic function of history as a school subject. We also Identify potential complementarities and tensions between different rationalities involved in the generation of writing proposals, particularly the tension between the logic of study and the logic of the exercise. Finally we characterize a problem of using the written productions for evaluation on the way in which the instructions can operate in the possibility that students deployed, or not, the learned contents about the subject evaluated.