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It is intended to discuss the production of specialized history, mediated history and history taught in the interlocution with the disciplinary matrix of Jörn Rüsen. It should be argued that there should be a scientific foundation also in the construction of a school knowledge, so that the common thought becomes a critical sense. It opposes the revisionisms that deny, silence, and distort the history considered "overloaded" in relation to the natives, to slavery and to the Brazilian Civil-Military dictatorship. Take as an example of media / public history the Politically Incorrect Guides, mainly from the History of Brazil, written by Leandro Narloch (2011). It concludes that only history built on a scientific basis can reflect on the present lived to interpret the past with a view to the future transformed in the sense of affirming a democratic society. [ABSTRACT FROM AUTHOR]

This article aims to discuss the relationship between historical learning and its public function in society. Starting from the premise that there is a clash between different historical cultures existing in contemporary Brazilian society, the text discusses the importance that historical science and its cognitive repertoire have for the formation of historical thought, whether in the academic sphere or in the context of basic education, because it provides important knowledge tools so that teachers and students can reflect, autonomously, about their own history and the history of the society in which they are inserted. In this sense, the challenge of teaching history is to continue to provide (and deepen) the scientific means to enable students to (re) know these different narratives, through the diversity of appropriate cultural production as a historical source, with a view to the construction and development of historical thought, as well as of its public function of strengthening democracy, citizenship, critical autonomy, respect and acceptance of otherness, and finally, the full humanization of society. [ABSTRACT FROM AUTHOR]

The federal report A Nation at Risk, edited by the federal government of the United States of America (1983), alarmed the country by pointing out a education deep crisis. That document pointed to many problems in state curricula and programs, therefore accused of becoming too generalist, uninstructive. Among scholars and politicians, became powerful the idea of designing national standards for all of the school subjects of the USA, which should be seen as guidelines for teachers and students towards excellence. So, the present article analyzes the attempts to design national History curricula in the United States of America between the 1980s and 1990s, such as Building a History Curriculum (1988) and National Standards for History (1996), emphasizing the way the political discourses engendered in the United States of America had crucial impacts on the recommendations in regards to the teaching of history -- from patriotism to multiculturalism, as in a pendulum movement. [ABSTRACT FROM AUTHOR]

This article is about the hole of the Middle Ages in the school curriculum in Brazil. We considered the two versions of the National Basis of Common Curriculum: the one published in 2015 and the other one published in 2016. Considering that the historical learning can also happen by the strangeness of the past and also considering the medieval studies, we problematize the teaching of Middle Ages history in Brazil from some entrances. Entrances mean the opportunities to insert some themes in the school context: media discourse about Islam; differences between East and West and residuality. We got the conclusion that there is place for the Middle Ages in the Base, since the understanding of the history teaching is broaden to beyond the "usages du passé". We consider teaching medieval history as an important step of elementary school that it can favor critics and comprehension of the appropriations done from the medieval past. [ABSTRACT FROM AUTHOR]

The dossier Historical Education, published by the scientific journal Diálogos, is introduced. We expect that this issue contributes in a significant manner towards the dissemination of research work within the international scientific milieu. Further, the dissemination of research in Historical Education strengthens the cooperation between research work in Postgraduate Programs in Brazil, Portugal, UK, Italy and Spain. [ABSTRACT FROM AUTHOR]

Current principles are based on studies on the formation of historical consciousness by Rüsen (1997; 2001; 2007); Barca (2005; 2011); Schmidt (2002; 2006); Schmidt and Garcia (2006) and others. The qualitative research was developed in a government-run school in Curitiba with 11 - 13-year-old children of the 7th year of Basic Education. As a general rule, students are prone to incorporate significantly into their narratives the themes of their textbook and somewhat less significantly the teachers' explanations. Most students maintain a traditional historical awareness. [ABSTRACT FROM AUTHOR]

Current essay consists of a preliminary experience of a lesson with constructivist traits within the context of Angola. The aim is to observe the manner conceptual changes are processed by students in the construction of knowledge and investigates up to what point the methodology is successful within a context in which the traditional methodology is often employed in the classroom. An exploratory case study was conducted, coupled to qualitative and quantitative treatments, of students' product within the context of the classroom. Results showed a decrease in concepts on the past and the predominance of historical concepts or at the epistemological level in postexperience. [ABSTRACT FROM AUTHOR]

The third cycle of basic education (7th - 9th year) in Portugal is discussed, with reference to the History curriculum. The epistemological, anthropological and societal bases in the curriculum are investigated to construct a historical awareness on modernity. The analysis comprises legal and institutional documents that informed the Portuguese curriculum in general and the program of History in particular to deal with the mission and intelligibility of the discipline with the co-relationship of forces between the different areas of knowledge within the third cycle of basic education. The curriculum solutions implemented from the 1980s are investigated. [ABSTRACT FROM AUTHOR]

Current essay provides arguments on the existence of a disciplinary code on the Didactics of History which was historically constructed, aggregated ideas on what should be taught and learned, suggested rules, and identified contents on teachers' formation. Elements of a disciplinary code on the Didactics of History in textbooks for teachers' formation will be provided. Handbooks, known as 'visible texts', prove that historically a manner of thinking the teaching and learning in History was constructed which affected teachers' formation and practice. Through a previous selection of textbooks, the manner relationships between teaching and learning History was thought and constructed has been investigated, regardless of the nomenclature employed. Handbooks were considered sources of investigation since they were thought to be 'visible sources' of the discipline code of History, according to concepts by researcher Raimundo Cuesta-Fernandez (1988). [ABSTRACT FROM AUTHOR]

Current analysis is a segment in the investigation for the doctoral thesis titled 'The Teaching of History in the First Cycle of Basic Education: The concept of historical time in children and the contexts for their development' (Solé, 2009), undertaken with children of the 1st CBE (6 - 10 years) in a school in the north of Portugal. The study was conducted with two groups, namely, 1st and 2nd years (24 students) and 3rd and 4th years (25 students) throughout two scholastic years. Current investigation lies within the investigation mode of interpretation, predominantly qualitative (Erickson, 1986) and may be considered a longitudinal case study (Yin, 2003) since it describes the learning and understanding process of historical time by children between the 1st and 4th year of two groups during two years. Following typology by Stake (2000), it may be called an instrumental case study since it shows how children develop the concept of time and the difficulties experienced in the process of teaching/learning and to understand how learning occurs through several strategies and procedures. [ABSTRACT FROM AUTHOR]

During the last decades, scholarly historical production has been foregrounded on themes featuring daily and domestic life, labor world, excluded people, social imaginary, popular culture and others. How have these changes affected the contents of History lessons given in fundamental and secondary schools? Several analyses state that a wide gap exists between scholarship and basic schooling. Current research deals with these two issues which are highly important from the historiographic perspective. In fact, it seems that they are only scantily discussed with regard to thematic diversification and sources. [ABSTRACT FROM AUTHOR]

The project provides undergraduate students of the History Course of the State University of Maringá a better understanding of the country´s educational milieu and an acute perception on the teaching of History. Undergraduates are undergoing specific experiences on the teaching practice in the classroom and beyond it. PIBID experience comprises new relationships with knowledge on the history taught in schools, valorizes the teaching of History in fundamental education students and demystifies the idea of history teaching separated from the students´ world. The different activities developed (workshops, debates, cine-clubs, schooling intensification, communication by internet, photograph and artistic expositions) collaborate towards the formation of the undergraduates and of school children and adolescents who may give their own contribution so that contemporary issues may be understood. [ABSTRACT FROM AUTHOR]

The project “Afro-Brazilian History and Culture in the state of Paraná, Brazil" is investigated. It aims at discussing and preparing didactic material on Afro-Brazilian history and culture in the state of Paraná within a joint-venture between professors of the Universidade Estadual de Maringá (UEM) and the Universidade Estadual do Paraná (Unespar) and teachers of History in Fundamental Education of government schools within the Education Regional Nucleus of Ivaiporã PR Brazil. The municipalities of the above-mentioned nucleus were chosen owing to their low Human Development Index. Activities were developed through seminars and workshops that discussed the project´s main themes. Results show that didactic material on Afro-Brazilian History and Culture should be produced within the conditions of the state of Paraná. [ABSTRACT FROM AUTHOR]

Where does the teaching of History stand within the context of national politics of the school textbook adopted in Brazil? Has the policy contributed towards the adequate basic formation and warranted to teachers the development of capacities and potentialities in the construction of a critical and autonomous reading of the situation? If History is taken as an example, it may be asked: Has the lack of a common curriculum made learning difficult? Were the changes in historical science which occurred during the 20th century incorporated within basic education (primary and secondary schooling)? Why do great divergences in the concept of what is History still exist between professionals and common sense? These issues are basic to the construction of the text aimed at discussing the teaching of History as a political policy and, therefore, as a concern of political History. [ABSTRACT FROM AUTHOR]

The Franco-Prussian War lasted till 1871 and was followed for the duration of a little more than two months by the Paris Commune with its armed population. With the help of the German army, the Communards were defeated and on May 1871 the Treaty of Frankfurt was signed. Defeated France returned the territories of Alsace and Lorene to the Germans coupled to a huge war compensation. The victorious German Empire thus inaugurated in Versailles the Second Reich on the defeated French. Was the German victory a synonym of the superiority of German culture on the French one? Besides the German hegemonic discourses at the end of the 19th century, one of the possible answers to this issue lies also in the last decades of the 19th century in Germany, or rather, Nietzsche's criticism. [ABSTRACT FROM AUTHOR]