HISTORY TEACHING BETWEEN HISTORIOGRAPHICAL AND EPISTEMIC

Abstract

This study aims to analyze the historiographical debate about the teaching of History through theories, methodology and didactics. Thus, it was analyzed how the Theory of History and the Fundamentals of Historical Science contribute to the improvement of teaching practice. Thus, the development of the research was carried out from the interpretation, discussion and argumentative-historical analysis of some texts by historians Carr, Moniot, Cardoso, Hobsbawn, Certeau, Hartog, Jenkins, Koselleck and Rüsen. Study undertaken from reflections on historiography, historical thinking and historical culture, which consists of three stages: the rst part discusses the issue of history in dierent historiographic approaches; in the second, debate on the teaching of history and the formation of historical knowledge, starting from a brief history of the teaching of history in Brazil, passing through teacher training, the choice of teaching material and the historiographical paradigm adopted; Finally, we will make some considerations about the teaching of history, teacher training and the use of reections
in the construction of knowledge.