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This article aims to bring the field to the iconographic history of education, so, explaining possible ways to use photography in the classroom, as methodological tool, demonstrating the viability of the whole photographic aid in practice in this area of teaching through the teaching-learning relationship. Throughout its history, photography has been marked by its uses and functions, for their great capacity for representation, address it as evidence of the real shows a more refined and dynamic in historical research. Include them in teaching means exploring its representative capacity to understand one of the guiding lines of Parâmetros Curriculares Nacionais (PCN's): diversity. In particular, this research, will address the immigration issue to the combination of education and photography, viewing the social realities of a plural and particular bias. [ABSTRACT FROM AUTHOR]

This article reflects on relations between historians and their own time. The text analyses these relationships as subject (some historians studying their own time) and as indirect allusions (some historians studying different periods and use contemporary the technical and theoretical means). The paper also discusses how important of the education for these studies. The experience of the dictatorship (1964/1984) and the democratic efforts of the country (1985 to present day) in Brazil are the main historical processes evoked in the discussion. [ABSTRACT FROM AUTHOR]