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More than a study aid and repository of contents to be taught, History textbooks contain values that are intended to be transmitted. Aware of this reality, the Iberian dictatorial regimes controlled the knowledge to be taught. This article intends to show the historical knowledge to be transmitted in each of the Iberian dictatorial regimes through the analysis of a sample made up of Spanish and Portuguese school textbooks. Discourse analysis was used to compare the content of the textbooks in both countries, concluding that there were similar processes of ideological inculcation, even if there were slight differences regarding the form to do that. [ABSTRACT FROM AUTHOR]

The text is the result of the analysis of three situations in which the History Class, proposed by the historian Maria Auxiliadora Schmidt (2020), was developed as a strategy for a Reconstructivist Didactic of History, at the Federal University of Goiás, Brazil, in the years 2022 and 2023 Undergraduate and postgraduate students started with different problematizations and intentions for these elaborations, maintaining the articulation between teaching and research as an axis. The text presents some considerations and seeks to expand the possibilities for the construction of a methodology th [ABSTRACT FROM AUTHOR]

Socially acute questions (Legardez & Simonneaux, 2006) have been reflected in education and in the teaching of History, in particular, often through memories of situations of burdening history (Borries, 2011) anchored in painful pasts (Hommet, 2012). However, its approach is not easy and there are many teachers who take risks, even if they feel the need for training, and create tasks that help respond to students' lack of guidance on these topics, enhancing decision-making from a more humanistic perspective. Therefore, we present work paths that could inspire this approach, with a special focus on what has been produced in Portugal. [ABSTRACT FROM AUTHOR]

The main objective of this research is the qualitative analysis of the narratives on democratic education in the official curriculum of Spanish History in the 2nd year of the Baccalaureate. In order to achieve this objective, a critical discourse analysis (CDA) and an instrument designed ad hoc for the research were applied. The results show that the Spanish curriculum contains a neutral description of democratic education without judgement of the social groups represented, although there is an underlying discourse that tends ideologically towards the values of social democracy. [ABSTRACT FROM AUTHOR]

This article is another contribution to the debate on the role of History teaching in the construction of an increasingly complex society. Thus, focused on the Portuguese educational reality, it is based on a case study involving 44 students who, in the school year 2022/23, attended Basic Education (4th and 6th grades) in a private institution in the district of Porto. Their participation took the form of a historical narrative about the Revolution of April 25, 1974. After analysing the individual accounts, it is clear that the democratic citizenship internalized by the young participants is based on the greater, happy idea of recovered freedom, while at the same time it is shaped by a certain crystallized symbology. [ABSTRACT FROM AUTHOR]

This article aims to understand the proposal of the National Common Curricular Base (NCCB) for the teaching and learning of indigenous history and culture in the curricular component of History, in the final years of Elementary School, in order to have an understanding of what should be worked in this stage of Basic Education. This is a documental and bibliographical research, with a qualitative and exploratory approach, having the objects of knowledge and Skills of the NCCB of History from 6th to 9th grades, related to indigenous peoples, as the corpus of analysis. It is believed that despite the existence of discourses in defense of cultural and identity diversity, as well as teaching that promotes knowledge of indigenous peoples and their historical, social, economic and cultural contributions, the NCCB, in part, structures the curricular component of History from a traditional and Eurocentric perspective, dividing its teaching in a quadripartite manner and placing European peoples at the center of the historical narrative. [ABSTRACT FROM AUTHOR]

This article presents findings from research motivated by the epistemological curiosity of knowing whether history teachers, an area that tends to discuss humanity, its contexts, and cultures, would also share the hegemonic discourse in the face of digital technologies. Through content analysis of responses to questionnaires and interviews with history teachers, the research points to the predominance of the neutral conception of technology from two perspectives: instrumental and deterministic, based on Feenberg's contributions. The work adds to the few studies that pay attention to values, interests, and relationships to expose the political nature of technologies and points to the need for critical teacher training in a society increasingly oriented by digital lines. [ABSTRACT FROM AUTHOR]

This work aims to present the possibilities that digital technologies have in the context of teaching and learning, especially in the discipline of History, making classes more attractive and motivating. We resorted to a qualitative approach methodology through the bibliographic review technique. It is noticed that the female figure in the historiographic scope, in short, was made invisible. Under this bias, we seek to rescue the history of women through the applications "Lessons In Herstory" and "Mulheres que Mudaram o Mundo", contributing to the dynamization of teaching. It is concluded that there is still a lot of disparity between the history taught with narratives centered on the male and female figure, however, digital technologies are the way to make teaching more egalitarian. [ABSTRACT FROM AUTHOR]

This article aims to analyze the use of the "documentary" cinematographic genre in the teaching of history, especially in the teaching of indigenous history, taking as reference the first episode of the documentary series Guerras do Brasil.doc, called As Guerras da Conquista, directed by Luis Bolognesi. Through a bibliographic review, we seekto understand the specificities of documentary cinema for teaching history, needs and deficits in the field of indigenous history and the possible contributions of the documentary under analysis to the most recent discussions on this thematic. Finally, as a result of this analisys, the didactic potential of the work and its application in the classroom were explored, including the possibility of using it in the application of active methodologies and its contribution to citizenship training in basic education. [ABSTRACT FROM AUTHOR]

The article addresses the issue of using Digital Information and Communication Technologies (DICT) in History Education within the public education networks of Jaguarão, Rio Grande do Sul state, Brazil. The general objective is to understand how DICT have been incorporated into the school context, particularly in the pedagogical practices of history teachers to contribute to the development of historical awareness in students. The methodology involved interviews with six History teachers. The data analysis indicates that teachers recognize the potential that DICT can offer in educational processes. Their integration into History lessons, however, is still limited due to factors ranging from a lack of training on the subject to the precariousness of the school environment's structural conditions. [ABSTRACT FROM AUTHOR]

The following article aims to analyze the construction of hegemonic masculinities produced by the narratives of hetero-cis-normative male subjects, graduates of the history course at the Federal University of Alfenas and participants in the Institutional Teaching Initiation Scholarship Program (PIBID) from 2015 to 2016. The interviews were undertaken remotely within the context of the pandemic (2020-2022), with the development of the narratives aimed at understanding subjectivation processes in the shaping of teaching identities raised by recollections of PIBID’s teaching interventions in public schools in the city, which is in the south of the Brazilian state of Minas Gerais. The methodology used was based on the study of reports of experiences (intervention projects, reports, and field work) and on an oral history linked to a sensitive consideration of the narratives produced. [ABSTRACT FROM AUTHOR]

This article is part of an expanded research that has as its main objective the government of Rwanda after the 1994 genocide. At this moment, we seek to analyze the way in which the Rwandan government guides the teaching of the recent history of Rwanda. This history teaching proposition operates to give more visibility to some substantive content, and hide other information about the Rwandan past. To this end, we analyzed as sources some materials produced by the Rwandan government and its Ministry of Education, mainly the guide for history teachers, which is fundamental for the dissemination of Rwandan history in schools and for the local population as a whole. The choice and valorization of certain historical episodes and subjects, as well as the erasure and silencing of others, can demonstrate to us how the control and teaching of history are important for the declarations of authoritarian political projects. [ABSTRACT FROM AUTHOR]

This article aims to analyze the ideas that high school students in the city of Guarapuava presented about the substantive concept of democracy. The clipping presented here results from the analysis carried out based on the narratives obtained through questionnaires that explored aspects related to the theme of democracy, whether from a procedural or normative point of view. The concept of democracy presented by the sample revealed a strong link with procedural aspects, especially with regard to the principle of representativeness, at the same time that it showed a high rate of distrust in democratic institutions. [ABSTRACT FROM AUTHOR]

Our objective in this study was to carry out bibliographic research, to map scientific productions on the subject of history teaching for deaf students. The methodology used followed the stages of the State of the Art research modality. Initially, we defined the descriptors: "teaching History", "deaf", "assistive technologies", "teaching deaf", as well as the databases: the CAPES Thesis and Dissertations Catalog, between the years 2016 to 2018 and, in the same period, the editions of the History Today Magazine and the annals of the State Meetings of ANPUH-PB, in the years 2012, 2016 and 2018. After surveying and refining the information, they revealed that the aforementioned theme is still little researched in the academic, given that we found, in the three platforms mentioned above, 16 types research, which are close to the proposed theme, and of these, only 4 relate to the teaching of history for the deaf. Our considerations indicate the urgency of researching this theme, to promote an inclusive education that guarantees to teach aimed at training in the area of History for this specific audience. [ABSTRACT FROM AUTHOR]

Built on the interface between "public history, corporealities and orality", the article brings experiments based on the Trajetórias Docentes audiovisual collection. It problematizes theoreticalmethodological aspects of corporeality (gestural expressions during public interviews) in studies on life history and teacher training. In a case study, from the perspective of dialogical and participatory oral history work, the autobiographical performance of teacher and activist of basic education Rubens da Silva Pinho (2022) is observed, based on a meeting between basic education teachers and university professors, between teaching, school, university and community knowledge, in the context of ProfHistória (Professional Master's Degree in History Teaching). The research contributions point to three articulated but distinct directions: the teacher's role in the public debate on education, in the present time; the use of autobiographical narratives for continuing education and the construction of a public history of teachers and, finally, the importance of narrative performances and public interviews, contextualized in support networks, for the work in oral history. [ABSTRACT FROM AUTHOR]

This paper reflects on the use of Brazilian Cordel literature in the teaching of the Middle Ages based on two cordel booklets by the poet from Paraíba State, Brazil, Leandro Gomes de Barros: Batalha de Oliveiros com Ferrabrás (Battle of Oliveiros with Ferrabrás) and A prisão de Oliveiros e seus companheiros (The prison of Oliveiros and his companions). Although obtained at the beginning of the 20th century, these cordel booklets bring narratives inspired by the myths about Charlemagne and medieval chivalry, emphasizing how the christians fought against the muslim in the Middle Ages. These stories were made in the medieval period, being reworked and recreated over time until arriving in Brazil with Portuguese colonization, being part of the oral tradition mainly in the Northeast of Brazil. In this way, they bear marks of medieval reminiscences. Thus, this paper discusses the myth of Charlemagne and cavalry; the beginning of the "Carolingian cycle" in the Cordel literature; and the possibilities of using Leandro's cordel booklets in the Medieval History teaching. [ABSTRACT FROM AUTHOR]

The founding of the Escola Normal de Annapolis - GO in 1931 had the objective of training primary teachers. For this purpose, it offered two distinct and inseparable courses: complementary in two cycles (1st and 2nd year) and normal with four years (1st, 2nd, 3rd and 4th year). In this context, we set as an objective to analyze the profile of the students of that institution in 1931. The temporal delimitation adopted in this investigation was the year 1931, which is justified because it is the year of foundation of the referred student and, consequently, the formation of his first group student. In this study, we used the qualitative approach, bibliographic research and document analysis as a methodology. The historic collection documentation of the Escola Normal de Annapolis (1931 - 1937) allowed us to trace the profile of its normalists in 1931, and the aspects analyzed were: sex, age, place of birth and what method were used to prove schooling, this being a decisive requirement for enrollment in the respective courses, complementary and normal, offered by the institution. [ABSTRACT FROM AUTHOR]

In this text, we propose a methodology for surveying and analyzing the political positions of high school students, adapted from the "politicalcompass.org" project. The question that mobilizes us is: are different social and political profiles associated with different visions of teaching history? We study the results from social and political variables, as well as variables related to the relationship with historical knowledge. Students with a democratic tendency tend to give positive value to the history, while the authoritarian profile associates history with a subject like any other, that does not add anything to their life. [ABSTRACT FROM AUTHOR]

In this article, we seek to identify and present data and facts that, in some way, configure the processes of persecution and annulment of Paulo Freire and his theoretical and practical contributions by the economically dominant groups of our country. For this, we seek, in records, historical facts and in official documents, basis that, together, show us that the reactions to Freire originate within these dominant groups and that they are part of a strategy of maintaining their perks and domains. We move on to recent history, which has the political, legal and media coup of 2016 as one of the steps in the process of domination of these groups. In theoretical terms, we seek to base references in the fields of History and Education. Freire's theorizations and contributions are brought in the sense of showing punctually why the reactions to him are so striking. In our conclusions, we resume our objectives and do what we can consider as a theoretical exercise, when we point out a becoming, some interrupted possibilities in terms of an aborted trajectory in the line of our history, with the coup d'état of 2016. [ABSTRACT FROM AUTHOR]

This text, which integrates the Dossier commemorating Paulo Freire’s centenary, highlights the presence of this educator in the state of Goiás, is organized into two temporal sections. The first focuses on the 60s, before the 1964 military coup, when Freire held a national debate and came to Goiânia to publicize his experiences on adult literacy which showed his conceptions about education. The second focuses on the post-exile period, with Freire's participation, in 1980, in the III National Meeting of Supervisors, and in 1988, when he was awarded the title of honorary doctor proposed by the Faculty of Education at UFG. From the analysis of the documents, as well as the testimonies of people who followed these events, we can see that the presence of Paulo Freire in Goiás was fundamental for the debate on a liberating and democratic education in these two moments in history. PFreire has left a significant mark on education in Goiás, Brazil and other countries, this recognition is consolidated in several places, which makes him even more the patron of Brazilian education. [ABSTRACT FROM AUTHOR]

The Didactics of history and the historical education constitute scientific domains that dialogue in different ways with references from the theory and philosophy of history, historiography and educational sciences. Progression of historical thinking, formative process of historical consciousness and the development of competencies that represent perspectives of the relationship between theory of history and research activities, teaching and learning that are indicative of the incorporation of these influences. The article proposes an inventory from Gramsci, drawing a Brazilian view, on different epistemological perspectives from Germany, England and Portugal. The sources analyzed in the inventory were referenced productions in the area and are often used together by Brazilian researchers. The inventory makes it possible to perceive distinct epistemological traditions and some interdisciplinary dialogues that help to broaden the debates on the Didactics of History thought within the scope of the theory and the science of History itself. [ABSTRACT FROM AUTHOR]

The article presents the results of research developed in the post-doctoral internship, in the Postgraduate Program in Education, of the Federal University of Paraná – (Universidade Federal do Paraná). The intention is to investigate the presence of the concept of historical consciousness in academic production – theses and dissertations – identified with the field of research in historical education, produced in public universities in the state of Paraná. In total, 10 academic productions (2 doctoral theses and 8 Master's dissertations) were selected from public databases for analysis. The theory of historical consciousness outlined by Jörn Rüsen guided the appreciation of the selected material. From a methodological point of view, the research was based on the proposal of the Selective and Analytical Catalog and on the methodological principles of Grounded Theory. There was a tendency to understand the teaching and learning processes of history as a problem in the relationship between the science of history and the practical life of students, which allowed us to point out elements for a didactic of History Education. [ABSTRACT FROM AUTHOR]

Is it possible to admit a type of dialogical historical consciousness? This work presents some elements to answer this question, having as reference the perspective of interdisciplinarity that has been accompanying the process of constitution of History as a school subject and allows different thematic perspectives to understand the meaning of the formation of historical consciousness in the teaching and learning of History. In this sense, it can be said that, within the scope of investigations carried out about Didactics of History, one of the themes has been the relationship between historiography, didactics and other fields of knowledge that concern the teaching and learning of History. Thus, the work seeks to analyze this dialogue, focusing on the specificity and nature of its relationship with the theory of historical consciousness and with the theory of dialogism. We opted for the realization and proposition of a dialogue with the theory of historical learning, with a view to explaining elements that can contribute to fulfilling its purpose, which is the formation of historical consciousness, as well as suggesting possibilities for its implementation in history teaching methodology that can contribute to the formation of a new type of historical consciousness of a dialogical nature. [ABSTRACT FROM AUTHOR]

In this article, we recompose historical perspectives aimed at expanding secondary education in Brazil after 1930. Nunes (1999), informs that this expansion expanded after the economic collapse of the institutions, motivated by the crash of the New York stock exchange; catastrophe of worldwide repercussion that, among other consequences, made visible the need to restructure the secondary education hitherto offered since it no longer included formal education, aimed at forming an elite that envisioned higher education. The theoretical and methodological basis addresses the works of Silva (1969), Abreu (1955), Palma Filho (2005) and Nunes (1999). We will have a close look at secondary education, developed in Rio de Janeiro, where we found that this offer was not limited to public schools. [ABSTRACT FROM AUTHOR]

Interdisciplinarity is constituted as an inclusive practice of knowledge aiming at the construction of new scientific knowledge or that meet the social demand of varied professional profiles and multiple competences. Therefore, the objective is to analyze the academic profile of researchers working in the area with regard to the interdisciplinary possibilities that are presented to Information Science. It is a descriptive research and a quantitative approach based on the indicators of the areas of activity contained in the Lattes Platform. 2,533 researchers' curricula were evaluated, considering academic background and area of expertise. As a result, the research shows that the area of Applied Social Sciences is the one with the largest number of researchers working in Information Science, both in undergraduate and graduate courses. In the disciplinary training of researchers, research shows that Librarianship is the most representative undergraduate course with 21.97%, followed by History 8.16%, Computing 6.85%, Engineering 6.38%, Administration 6.28% and Social Communication 6.11%. Through the analysis by area of activity, it was possible to conclude that Administration, Communication, Computer Science, Education and History are the areas of greatest interaction with Information Science. Thus, the research finds that, in the current scenario, Information Science has a strong relationship with other areas of knowledge and that, through interdisciplinary possibilities, influences and is influenced in the epistemological development of the human, social and computational sciences. [ABSTRACT FROM AUTHOR]

Since 1970, in the different general education laws, social sciences teachers have been oriented to assume innovative approaches, with the aim of enhancing applied elements in their teaching practice. From this perspective, this article sets out to analyze the views of history and geography trainee teachers on teaching methods, investigating the disciplinary past through their memory as learners. The study was carried out at the universities of Murcia and Valladolid, with a total of 55 participants enrolled at the specialty of geography and history of the Master's Degree in Teacher Training during the 2020/2021 academic year. The research design assumed a qualitative approach, and an open questionnaire was used to obtain data. The resulting narratives were inductively analyzed with the Nvivo software. The results show that, although there are some differences according to the legislative framework in which the ESO (compulsory secondary education) was studied, most of the participants have negative memories of their experience as geography and history students. This was found to be linked to traditional teaching methods such as expository classes, the dictation of notes, the use of the textbook, and the practical absence of the promotion of critical thinking. Hence, the key to an authentic transformation in teaching methodologies seems to lie more in an effective initial training, as well as in a revision of the extension of the curricular contents, than in the changes of the general education laws. [ABSTRACT FROM AUTHOR]

This article shares reflections on the historical clashes of federalism in Brazilian education. It presents the origins, concepts and historical conflicts in the configuration of federalism in Education, as well as the role of several actors in the educational context. It discusses the impacts of the distortions and historical misunderstandings of federalism arising from the limits of asymmetric federalism in Brazil, in view of the discrepancies between and within the federative units. The various bodies and institutions seek to work together so that Brazilian education can play its role in society. The progressive evolution from hegemonic federalism to cooperative federalism helps to reduce regional inequalities, which necessarily depend on political decisions that only a legitimate federative pact will make possible. [ABSTRACT FROM AUTHOR]

It is a comparative study of three great names in painting: Albrecht Dürer in the 15th and the 16th century, Antoine Watteau in the 18th century and Victor Meirelles in the 19th century. The comparative analysis was done in two ways: by their background in arts studies and by the garment representations. To do so, it was studied their history and the academic education offered at each period, and analysed formal aspects of the iconographic content, the representation of what was characterized as feminine or masculine at each artist’s time, the figure’s positions and the ambience developed in the chosen drawings. On the organization of the wide material here studied, seven groups of works were defined by their iconographic content. The fine comparison between three artists, distinguished by period, location and style, lead to the conclusion that in spite of the temporal and educational differences, the result shown on their drawings were not that much apart from each other, noting that a model for studies of garment representations was already well-established, such that persists until now. Also, it is noted that this type of representation was linked to the arts and editorial markets aimed at a large public. [ABSTRACT FROM AUTHOR]

The text is an experience report of activities developed with the class of the ninth semester of History (University of Bahia State/Campus X) in 2018, during the classes of the curricular component "Documental and Patrimonial Culture I". We started with researches about material and immaterial heritage in the city of Teixeira de Freitas, Bahia, discussing the concepts while recognizing the local heritage and questioning their resonance, belonging to communities and social memory according to the interpretation of José Reginaldo Gonçalves (2005), Peter Burke (2006), and Olgário Vogt (2009). The students researched on the pertinent literature, including the use of the collection of monographs from the course of History, as well as going to the field to interview residents who occupy and modify the city in its daily life. Thus, the methodology of oral history was essential to reconstruct narratives that show the importance of the heritage mapped by the students. The results of this research were presented in a field class called "City and heritage: traversing Teixeira de Freitas", where we visited the following heritage sites: A Biquinha; Praça do Belo; Rodoviária Nova Memorial and the Feira de Domingo in the neighborhood named São Lourenço. During the field class, we used the heritage education strategies described by Evelina Grumberg (2007) which included: observation, registration, exploration and appropriation of the mentioned heritage. The textual narrative intersperses the importance of the dialogue between heritage education and history teaching with an emphasis on local history from the perspective of Raphael Samuel (1990) and Selva Guimarães Fonseca (2006). It also debates the resonance of heritage with the communities that experience it, and in an inverse way, the social memory framed by public power and private agents. [ABSTRACT FROM AUTHOR]

Curricular studies have shown a growing interest in the study of school manuals, embracing a general criticism of such educational resource, traditionally associated with dynamics of reproduction of social stereotypes and to an hegemonic and monocultural understanding of knowledge, and concerted with an existing homogenized tendency. Thus, the main goal of this essay is to present a reflection about the role of the school manual in the pedagogical and didactic dynamics of the contemporary (History) classes and, simultaneously, hint at some structural lines that that resource could follow, if conceived as another contribution for the development of student’s skills in historical thinking. [ABSTRACT FROM AUTHOR]

The recent evolution of Historical Education shows us that the pedagogical work with Kindergarten and Basic Education children (3-12 years) is increasingly pressing. The article begins, epistemologically, defining the conceptual framework of the scientific area in the early ages and, secondly, by providing professionals and researchers with clues and examples of activities and strategies with their groups of children, both in kindergarten and in primary and secondary schools. All this with experiences tested over more than a decade of training educators and teachers at Instituto Politécnico de Viana do Castelo increasing the creation of a working tool. Children are rich in previous knowledge that should always be the basis for moving forward. [ABSTRACT FROM AUTHOR]

The main objective of this text will be to reconstitute the process of institutionalization of university teaching of History at the University of Paraná (current Federal University of Paraná) between 1938 and 1971, emphasizing the process of curricular change that the Geography and History course has undergone until they became autonomous in the early 1960s. Between 1938 and 1961, the History course was unified to that of Geography, a process similar to what happened in São Paulo (University of São Paulo) and Rio de Janeiro (University of Brazil, current Federal University of Rio de Janeiro). The sources that supported this research were the Yearbooks of the FFCL/UFPR, the diaries and classbooks, and the Minutes of the History course. [ABSTRACT FROM AUTHOR]

This article intends to present the History of Deaf Education and the importance of the Brazilian Sign Language (Libras) discipline in the initial and continuous formation in Geography undergraduate courses, valuing the linguistic, visual and spatial aspects of this language in relation to the Geography teaching, with Cartography as a mediator language, thus allowing, from Libras' spatial visual language, to propose ways for the construction of geographic contents with deaf students. After observations of Geography classes in regular schools that have regularly enrolled deaf students, it was possible to identify that there are language mismatches between hearing teachers and deaf students, and that working with images and maps enable greater learning of geographic contents with deaf students. [ABSTRACT FROM AUTHOR]

This paper aims to present aspects of research experience with oral sources. It also emphasizes the potential of this methodology in the Education History writing. It investigated childhood practices and ways to understanding and meaning them through the memory of fifteen interviewees aged between 70 and 89 years old. In their childhood, these elderlies were students in public schools of the urban nucleus of Florianopolis city, Santa Catarina State, from 1930 to 1950. Michel de Certeau was the theoretical contribution to think the narrative as art of saying, the childhood practices and the everyday. According to Walter Benjamin, the concepts of narrator, experience and history guided the reflections about the elderlies as narrators, as well as the capacity to narrate in our time. [ABSTRACT FROM AUTHOR]

The reflections regarding the conceptions of periodization which support the writing of the History of Education are necessary not only in the scope of the research process but also for the pedagogical practice of the teacher in the classroom. Based upon the theme previously mentioned, the goal of the discussions was to analyze the articulations between the theoretical and methodological assumptions that guide the writing of the History of Education and its implications on the periodization process of the area mentioned. In order to do this, we used a bibliographical research, having as theoretical reference the understanding that time is a plural concept, elaborated on the basis of the singularities that cover each time, society and culture. It is concluded that time, being a guiding value of human life in the most diverse models of social organization, guide the actions of the subjects on the space they occupy. Thus, the periodization of the history of education must consider the multiple representations of time developed in different historical periods and in different spaces of production of culture, expressing ruptures and social and cultural permanences historically constituted. [ABSTRACT FROM AUTHOR]

This work is an account of the experience of the show Pixinguinha Para Crianças, which intends to present to children the life and work of this master and the musical genre that consecrated him and that he contributed to stablish: choro. We approach the strategies used in the elaboration of an artistic performance that, although different from the school focus, contains didactic elements of musical education and history of Brazilian popular music. [ABSTRACT FROM AUTHOR]

Starting from a challenging context, marked by post-truth and conscious invested of historical revisionism and denial of science, the present article analyzes three approaches that verify the political instrumentalization of the historical discourse over time and make propositions with a view to overcoming the impasses interposed at the teaching and learning of History. Together with the authors, the text seeks to contribute to the historical, sociological and cultural understanding of the dilemmas that the teaching of History faces contemporaneously. [ABSTRACT FROM AUTHOR]

The present reality shares a historical narrative that seems to be very focused on what distinguishes us. Humanity seems to be defined more by what separates it than by what unites it, by what exists in common. Sharing the need for a new look at the human being and the conception that history is transformative and allows the complexity of understanding the world it was considered relevant to understand how a process of formation can contribute to the professional development and historical thinking of future History teachers, masters students on training. It is proposed to analyze the ideas that emerged from an initial task proposed and carried out by twenty students - future teachers of History, to then challenge these ideas throughout the formation process and in a longitudinal logic accompany the professional development and historical thinking of these students. The emerged ideas seem being guided by a logic of managerial professionalism and of prospecting History as the field that forms citizens. These ideas suggest being on the road with external demands conveyed by political entities and agendas. [ABSTRACT FROM AUTHOR]

In this work, we present a study carried out with students from the 4th year of schooling (9-10 years) of an urban school of Northern Portugal, in which students were expected to develop meaningful learning in History from a constructivist, through the classroom-workshop model, with the use of Historical Comics with different perspectives related to the theme of "Portuguese Maritime Expansion - the arrival in Brazil". From this pedagogical model, it was intended to answer the research questions: "What historical knowledge do students draw from a comic strip?" And "What historical knowledge do students apply to the construction of a comic strip?". The analysis of the collected data allowed us to conclude that the use of Historical Comics contributed to the development of historical understanding in students and promoted the development of several specific competences in History, such as reading and interpretation of diverse sources and with divergent messages as well as transversal competences, in terms of communication (Language and Expressions area). [ABSTRACT FROM AUTHOR]

This article aims to present a study on the use of narratives (legends) in the teaching of History, seeking to highlight the potential of this pedagogical resource in the process of construction of historical knowledge and to investigate how this resource enhances the development of historical thinking in Portuguese students of 2nd year of schooling (6-7 years). The narratives (legends) produced by the students were subjected to an analysis of inductive content and categorized by levels of progression of ideas. The results showed that this type of resource can influence the structuring of students' historical thinking, as well as enhance their imagination. [ABSTRACT FROM AUTHOR]

Research in History Education has shown that understanding time is crucial to understand historical thinking and historical time. However, in recent decades the approach to the development of historical and temporal understandings of time by children has been a very controversial area of research. This article presents, in a first part, an extensive and updated literature review related to history teaching that tends to highlight the relevance of temporal understanding and time concepts for the development of children's historical thinking. The second part reports the findings of a longitudinal and interpretative case study with primary school children's understanding of time and historical time. The research involved two classes of primary school students (1st grade with 24 students aged 6-7 and 3rd grade with 25 students aged 8-9) during two school academic years in an urban primary school in Northern Portugal. At three different times during the study the students were asked to arrange historical pictures (about families) in chronological order and explain their arrangements. For data collection a semi-structured interview was applied to identify changes in the explanations given by students and in the understanding of historical time before and after one year of instructional intervention. The results show the students improved their temporal competences at a chronological level, their temporal reasoning and also their understanding of the idea of change. [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 paper brings part of the research for Master's thesis developed in the graduate program at UEL of Education investigating the training of future teachers of History from the experience of fellows PIBID, subproject of history. The PIBID is an Institutional Scholarship Program Introduction to Teaching that aims to encourage training and exercise in teaching, complying with the requirements of this Act 9394/96 recommends that the degrees on their resumes contemplate the theoretical and practical teaching knowledge . On this knowledge the Historical Education research indicates that it is the teacher who detects the ideas that students have about concepts such as significance, change, shows, storytelling and with this and it's who can contribute to change them and make them more elaborate. In this way we intend to analyze how these guys have appropriated the proposal Aula- Workshop, designed by Isabel Barca that falls within the field of historical education. By doing so we could see how the program scholars interpret the relationships present in the school environment Basic, as well as put their concerns, criticisms and anxieties. We use as review the research methodology and categorization of six articles published in the journal History and Education (UEL) in a unique volume on the PIBID. [ABSTRACT FROM AUTHOR]

Regarding the economic crisis in Spain, Archaeology and, in general, cultural heritage has been one of the most affected economic sectors in the country. For this reason, it is necessary to think carefully about the actual state of this field in Spain. This paper stress the need to promote a bigger presence of culture in society life with the aim of increasing a more active citizens and more solid society. As part of this approach, the link between Archaeology and Education is essential, based on different arguments related with the own characteristics of the discipline and the advantages of the introduction of archaeological approaches in the classroom practices. Either in Early Years, Primary or Secondary Education, the archaeological methodology has demonstrated its value on History teaching. Besides the contribution of Archaeology to improve a conceptual or procedural knowledge, we must underline its importance for the attitudinal outcomes, in terms of civic values and related with the promotion and protection of cultural heritage driven by the introduction of cultural practices and proposals in schools. [ABSTRACT FROM AUTHOR]

Studies based on the principles of Historic Education have focused their analyses on the strategies of historic learning in school context, with the assumption that the intervention in learning quality requires a systematic knowledge of historical ideas of students and teachers. In this perspective, this paper presents partial results of a survey on ideas of young High School students on the subject of History. The investigation is part of a broader research project entitled: "The historical thinking of young students from schools in the Midwest region of Parana State", developed by the Graduate Program in Education, of the state university of Midwest (UNICENTRO), Irati-PR campus. The results indicate that the ideals of young students prioritize the understanding of History as the totality of human actions in time and space. [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]

This study aims to identify the social representations of male teachers who work in the early classes of elementary school in the state of Mato Grosso do Sul, Brazil, about working with children. The data were collected in four municipalities of different regions of the state, from five (5) male teachers, through semistructured interviews. The results indicate that the most relevant social representation associated with male teachers is that they have a higher authority over the students, a representation that persisted in recent years. We concluded that the representations of gender and of the roles and characteristics of men and women influence the dynamics of the history of education. [ABSTRACT FROM AUTHOR]

The purpose of this article is to retake the course and discussions concerning the construction of the research field of the history of education in Brazil. The text highlights the foundational historical events of the area, its consolidation and recent divisions derived from the constitution History Education in the early twenty-first century as a research area in Brazil and its appropriation of the debate brought the Teaching of German history. Finally, it proposes a review of authors of the twentieth century, prior to establishment of the History of Education area in Brazil, with the intention to carry out a re-reading them deal with the specificity of history in the teaching-learning process. [ABSTRACT FROM AUTHOR]

The article's starting point is the problem of perception and understanding of history -which is essential to create a critical citizenship- by future citizens (primary school students) as well as future educators (teachers training university students). The article proposes two models of teaching and learning history and its development in two case studies adapted to different ages and geographical contexts (case 1: teachers training degree students of a Spanish university and case 2: Portuguese primary education pupils). Results of the development of the teaching and learning model in both contexts are presented at the same time that the social, curricular and geographical transversality of the model proposed is exposed. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including history education, public history and extracurricular activities in schools.