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The article analyzes the Marxist influence over Chilean historiography, as well as in the national proposals for history teaching at school level during the 1960's decade. Specifically, it addresses the meaning that was given by intellectuals, academics, and students to the development of historical research and teaching. Thus, beyond the matters referred to methods and conceptual drifts, the article aims to capture the function that was given to the social role of the historical discipline through an ideological platform, highlighting the political, social, and democratizing meaning that the study of the past immanently charged for the referred actors. The article proposes that, unlike conservative history and the ways of teaching history that arose from it, the proposals analyzed here have in the center of its questioning the historical present, as well as the political conjunctures and the phenomenon of the inequalities, thus redefining the usefulness of the study of the past from an ethical and political perspective, with a socialist and Latin American projection, interrupting the linear and progressive historical time that characterized the "traditional" history in Chile in the 1960's. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabajos y Comunicaciones is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to reveal the effect of using mnemonic strategies on student success in the teaching of history components in social studies, the permanence of their knowledge, and the students'opinions about this practice. The nonequivalent pretest-posttest control group model based on the quasi-experimental method was used in the study. After the experimental process, focus group interviews were conducted with two groups selected from the experimental group. It can be said that mnemonic devices contribute to the students' academic success and make the students' knowledge more retentive in the teaching of history components in social studies. Furthermore, in the students' views, it was seen that the course activities carried out with these strategies were especially fun and retentive, contributing to both increasing interest and better understanding of the course. [ABSTRACT FROM AUTHOR]

The programmatic contents of a scientific and technological nature of the basic sciences and technical disciplines in the teaching of engineering require the use of pedagogical strategies that adjust to the concrete understanding of the students, for this reason, the study seeks to examine the historical evolution of the didactic transposition in the teaching of civil engineering in Colombia. The documentary qualitative methodology was used, based on the epistemological statements of the actors of the pedagogical method in the Colombian engineering scenario. It is concluded through critical reflection that although the university educational centers of the country that offer civil engineering are far from the evolutionary practice of didactic transposition as a teaching strategy, its systematic application is recommended to provide elements that seek to add attributes for the quality certification processes of engineering programs carried out by the country's university sector. [ABSTRACT FROM AUTHOR]

This research is motivated by the discrepancy between learning achievement and students' ability to implement values in reality. Judging from the enculturation in history learning, students are less interested in history, in the end students are only able to be limited in theory, not in application. For this reason, it is necessary to design a teaching material that contains inspirational stories in learning history in high school. This type of research is development research that develops a history learning product. The research instrument used consisted of a questionnaire, test, interview guide, and observation guide. The results of this study indicate that there is an increase in student learning outcomes by using inspirational stories teaching materials in history learning, obtained 91%. That is, the teaching materials can make students succeed. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Grafía is the property of Universidad Autonoma de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biblos: Revista da Faculdade de Letras da Universidade de Coimbra is the property of Imprensa da Universidade de Coimbra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we analyse the Second World War (WW2) and the Holocaust as genocide during WW2 as sensitive topics in history teaching as perceived by 719 teachers from Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and the Netherlands. Using the thematic content analysis of open answers to an online questionnaire we explore the reasons for the sensitivity of these topics. The reasons for sensitivity were found to lie in cognitive and emotional barriers to treating the atrocities, violence and discrepancies between different perspectives on WW2 of social memory groups. A relatively new dimension, confirmed by the research, is the problem of the aestheticisation of the violent past. This can lead to banalisation and even legitimisation of the violence and aspects of the violence that pupils perceive to be fascinating. The results are discussed in the framework of multi-layered collective memory. [ABSTRACT FROM AUTHOR]

The tremendous impact of comics to young people at the beginning and the middle of the twentieth century drew the attention of educators, thus the debate concerning the use of comics at school began very early. Some studies revealed that Greek pupils think of History as an extremely boring lesson, full of names and dates. Therefore, there is a need for an alternative approach that can render the lesson interesting and pleasant. This paper presents three didactic suggestions regarding the use of comics in teaching History. The first suggestion presents a single unit, the second is a two-hour revision of a textbook's entire unit and the last suggestion is a four-month project on what Asterix can teach us about History. [ABSTRACT FROM AUTHOR]

This paper describes an activity to celebrate the lives of Florence Nightingale and Florence Nightingale David in statistics classrooms. [ABSTRACT FROM AUTHOR]

The article analyses recent innovations in Lithuanian history textbooks. Since 1990, when Lithuania regained its independence, history textbooks with new innovative approaches and content have been published. The author of this study uses the content analysis method to summarise the innovations, which are presented in the history textbooks of five publishing houses: Šviesa, Briedis, Kronta, Tyto alba and Elektroninės leidybos namai. To that end, the author examined 20 history textbooks and distinguished seven most prominent innovations. [ABSTRACT FROM AUTHOR]

This article outlines the "discursive node" as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy--memory. [ABSTRACT FROM AUTHOR]

The understandings and preconceptions students bring into the history classroom can interfere with student learning. Analyses of student and professor interviews in light of emotional bottlenecks revealed two different, though related, student preconceptions: procedural preconceptions about history as a field of study and pre-existing worldviews that link students’ identities to the past. With the Decoding the Disciplines method instructors can capture the students’ narratives early to better anticipate and re-channel resistance, moving students away from emotional snap judgments to more critical and historical ways of thinking. [ABSTRACT FROM PUBLISHER]

The article focuses on the works of Brazilian educator and philosopher Paulo Freire on teaching in general and history teaching by considering the challenges of contemporaneity, with a special reference to democracy and citizenship. Topics discussed include the development of an independent and critical historical thought by considering democracy; the importance of directing education and the teaching of history to young people with close social relations; and the importance of "historical conscience" for building civil and citizen awareness.

Recent education literature and research has focused on identifying effective core teaching practices to inform and help shape teacher education and professional development. Although a rich literature on the teaching and learning of history has continued to develop over the past decade, core practice research has largely overlooked history–social studies and focused primarily on math, English-language arts, and science. This article takes a step toward identifying and defining core history teaching practices. It presents and discusses the findings from a Delphi panel survey of 26 expert history educators—teachers, teacher educators, and educational researchers—focused on building consensus around a set of core teaching practices for secondary history education. [ABSTRACT FROM PUBLISHER]

This article draws on late nineteenth- and early twentieth-century teaching manuals, reports of Her Majesty's Inspectors, history textbooks (‘readers’), other administrators' and teachers' accounts, policy documents and pupils' reminiscences to refute common and generalised assessments of the period (often by those who have not looked closely at these specific sources) that the teaching of history was a negative and boring experience, limited mainly and simply to reading comprehension of lengthy pages devoid of timelines and visual materials. The article concentrates on the experience of English elementary schools and draws comparisons between past and present teaching approaches. The findings show that there is extant evidence that there did exist in the late Victorian period clear conceptions of how to make history accessible to children, many of which reflect current best practice in the subject. They also show that many leading educationalists, and probably the teachers who read them, were aware of the need to make the subject accessible to children. The pupils themselves have left very little evidence of their experience, but some pupils were enabled to develop picturesque understandings of the past of benefit to their lives beyond the classroom. [ABSTRACT FROM PUBLISHER]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Científica Guillermo de Ockham is the property of Revista Cientifica Guillermo de Ockham, Universidad de San Buenaventura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to present an analysis of the textbooks listed by the Ministry of Education to be chosen by the state and municipal schools of Santa Catarina in 2013 from two aspects, the first, a clipping from the military period, observe how these books deal if addressed, involvement of the state and the population with the Brazilian military dictatorship. Second, observe how these books relate to the new laws 10639/03 and 11.340/2006, claiming the inclusion of indigenous history and African content in curriculum. Realizing how the content and the choice of these books relates to the office of professor of history and the tasks of teaching and what are the educational media that present themselves as an alternative to books registered in PNLD about these demands. [ABSTRACT FROM AUTHOR]

The capacity to imagine is a key aspect of creativity and, in this paper, it is argued that it is this capacity which needs to be harnessed in history education for young people. Although the creation of fiction and the use of imagination has tended to be regarded as a literary method, in this paper it is argued that it has an important role to play in helping young people discover history - something which might normally be seen as a purely scientific process. An interdisciplinary approach is needed. Researchers who study pedagogy confirm that in contemporary education, how teachers are interested in their subject and how they use their imagination is becoming increasingly important (Zeldin 1995). The problem is not particularly ontological (what to present in a history class) - instead, it is epistemological (how to present it). The choice of material stems partly from the topic but even more from the approach to the topic. It also depends on the target audience (e.g. children of various ages and carrying out various roles), the values of the society and ideological choices (what we are trying to tell the students about a topic). [ABSTRACT FROM AUTHOR]

Copyright of Revista Ars Boni et Aequi is the property of Universidad Bernardo O'Higgins, Facultad de Derecho y Comunicacion Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The history education community's efforts to help pupils distinguish between the discipline of history and rawer forms of collective memory have been beset with problems from inside and outside the education community. From without, teachers face criticism for their supposed failure to foster narrowly celebratory versions of Britain's past; from within, pressure to reduce history to generic 'skills' of the 'new cross-curricularity', apparently in the interests of relevance, utility or engagement. This article will argue that such genericism is, first, redundant, in that it adds nothing to strong disciplinary practice in fostering thinking, reflection, criticality and motivation; and, second, inadequate: disciplinary knowledge and concepts are necessary in order to reach or challenge claims about the past. The argument is built from history teachers' discourse about their own efforts to find out how to make disciplinary history work at the pedagogic site. The article examines history teacher efforts to address complex problems of uniting content and concept and of motivating lower-attaining or marginalised students whom others (variously) claim can be helped only by narrow narratives or by giving up on disciplinary rigour altogether. The story of history teacher efforts contains valuable lessons for curriculum reviewers about the potential of strong classificatory framing for emancipatory and engaging learning. The article argues that any improvement of the existing Key Stage 3 curriculum is pointless, however, unless wider cultural and structural problems impeding lower-attaining students' entitlement to the subject are resolved. [ABSTRACT FROM AUTHOR]

In the age of accountability, there is increased pressure to deliver high-quality education in a limited time period is greater than ever before. Teachers are often left to struggle with issue of determining what knowledge is necessary, and to what depth it may be explored in the classroom. There is a need for strategies to both incorporate the best forms of historical knowledge and to cope with the increased demands on our teachers. The purpose of this article is to examine the idea of what constitutes 'historical knowledge,' the issues of breadth and depth, and to suggest strategies for history teachers on how to deal with the challenge of finding the 'right' balance between breadth and depth in their history courses. [ABSTRACT FROM AUTHOR]

This paper deals with the social representations of teachers who teach history in middle school in the city of Rosario, centering on their teaching practice, their concepts about the discipline they teach, its methodological and cognitive aspects. This allows us to identify stereotypes, beliefs and values that steer the development of their practices. This makes possible its problematization and a critical reflection about the possibility of improving them. The same investigation instrument -the narrative interview- constitutes, at the same time, the first device of intervention: it makes possible an intersubjective encounter in which the subject's career as a teacher is reconstructed. This proposal inaugurates a space that is open to a reflexive thinking, allowing a contextualized understanding of the decisions made in the approach to the practice of teaching history, its limits and possibilities in the middle level of education. It's a preliminary presentation of the final report, following the codifying of the instruments; and it's a first analytical and interpretative approach to the results. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the final decades of the twentieth century, academic history was beset by powerful anxieties that played upon the self-confidence and sense of identity of its practitioners. While this 'crisis' has been widely discussed in terms of historical writing, its pedagogic dimensions have been largely absent. This article examines the place of pedagogy in the public life of the discipline, the nature of academic historians' beliefs about teaching and on student learning, and the influence of these upon practice at a time of considerable change in British higher education. It uses the notion of a 'moral order' to explore dominant notions of educational 'good' in the discipline and analyse the tensions between a mainstream, and often implicit, pedagogic paradigm, an ascendant instrumentalist policy discourse in British higher education and revisionist voices within the discipline. Finally, it advocates a more expansive and reflexive stance to pedagogy grounded in attentiveness to taken-for-granted beliefs, assumptions and aspirations, their histories and the practices that stem from them, and a willingness to subject these to public scrutiny through informed critique, contestation and reinvention. [ABSTRACT FROM AUTHOR]

The article investigates the didactic issue of applying history maps to history teaching in comprehensive schools. On the basis of the works by the authors of different periods as well as teachers' experience, the author presents his own conception about a possibility to use history maps at different levels of history teaching. These levels are distinguished with regard to different goals, set by teachers, and pupils' level of abilities which are mainly determined by their age peculiarities. [ABSTRACT FROM AUTHOR]

Purpose — This article seeks to suggest that pedagogical forums published in two major professional associations' publications can contribute to the literature on collection for academic historians. Design/methodology/approach — The author surveys the literature on historians' information needs and surveys articles published in the pedagogical forums for what they reveal about historians' use of electronic resources. Findings — The forums provide useful bibliographic information regarding e-resources for faculty and collection officers alike; additionally, they provide a useful starting point for discussions of desired learning outcomes, leading to better support for teaching/curricular needs. Research limitations/implications — Findings are limited to academic historians and are also skewed toward US historians, since more articles on e-resources appeared in the forum dedicated to US-historical pedagogy than in the forum encompassing historians of all areas. Practical implications — Similar research could be done on pedagogical forums in other academic fields. Originality/value — This paper examines a field's pedagogical methodology to draw conclusions about collections management for that field. [ABSTRACT FROM AUTHOR]

In September 2007, the Higher Education Academy's Centre for History, Classics and Archaeology commissioned a detailed survey of how and where contemporary history is taught in UK higher education institutions and further education institutions offering degree-level courses. The aim was to establish where contemporary history is taught in UK higher education departments and to understand chronologies used by departments; the resources used in its teaching; how learning is assessed; and the distinctiveness of contemporary history. The survey, based on analysis of university and further education college websites and answers to a questionnaire, resulted in a report which was presented at the Subject Centre's annual conference in 2008. The findings of the survey revealed some interesting comment from those involved in contemporary history teaching in higher education in the UK, feeding into wider issues and ongoing debates about the scope and meaning of contemporary history. The following article discusses the results of the survey in detail and outlines concerns raised. It is intended as a platform for further discussion and to aid fuller understanding of contemporary history teaching generally at higher education level in the UK. It is hoped that this initial investigation and discussion will spark ongoing interest in how the subject is taught in the future and will provide groundwork for enhancing the subject and its further development. [ABSTRACT FROM AUTHOR]

This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he outlines and explains two different strategies for organizing introductory skill lessons. Fourth, he describes a variety of techniques for scaffolding and cueing continuing thinking-skill practice as well as strategies for organizing different types of skill-practice lessons. He explains principles for employing these techniques and strategies throughout. He also highlights three factors teachers should consider in implementing thinking-skills instruction. The article concludes with a brief research-based rationale for infusing thinking-skills instruction with social studies and history instruction. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers to construct a more rigid attitude through proper methodological system in the study of the history of industrial revolution. It divides the history of the industrial revolution into three periods starting from the middle of the 18th century and combines the history of economic thoughts with the study. It further mentions the role of human intelligence with the inventions of human machines that made a significant contribution to industrial revolution.

In the fall 2005 semester, the author designed a course in the history of America's modern wars hoping to encourage students to criticize and oppose the country's current aggressions in Afghanistan and Iraq. Surveys of student attitude change suggest that the course did promote criticism but did far less to facilitate student activism. The author concludes that instructors may need to model activism in addition to offering historical evidence. [ABSTRACT FROM AUTHOR]

The article discusses the competency based structural model for the teaching and learning of history. The author doubts that the model can be operationalized and finds it internally contradictory. Additionally he finds it a structure of theory that lacks empirical underpinning. Similarly, creation of a historical consciousness makes no mention of constitutive competences.

Over the past decade historians and educational researchers in the UK, Australia, the USA and Canada have been devoting ever increasing energy to the systematic exploration of the learning of history at the college level. Now members of the discipline have come together to nurture and to disseminate this new scholarship of teaching and learning history. They have created an international society, a website, and an electronic newsletter that should be of interest to those in other disciplines who are concerned with bringing some of the rigor they honor in traditional research to the problems they face in the classroom. [ABSTRACT FROM AUTHOR]

The article discusses the study of American Labor Movement through oral histories. Oral histories are in exciting way to directly involve students in the act of historical inquiry. This way of teaching assists students in personalizing history and relating to the actual lives behind major events, names and dates in history. Oral history allows student to learn about the perspectives of individuals who might not otherwise appear in the historical record. It also provides a rich opportunity for human interaction and allows the student to learn different kinds of information.

In the investigation project "The continuous Teacher Training and the development of critical reflection" we have analysed the previous knowledge of students from Third Cycle and Secondary School in different subjects. To do this we have designed instructions and levels of evaluation to read and understand the results. The analysis of data, in the case of History, showed that more than the 80% of students are in high pedagogical risk, understood as that which interferes with the possibility of knowledge construction. The obtained results make us think critically about the possible causes of this situation in which we can observe an important gap between the experts' opinions and the classroom reality. [ABSTRACT FROM AUTHOR]

This article examines the impact of the theoretical currents associated with the postmodern turn of the 1980s and 1990s on the teaching of history in universities in England and Wales. Emphasising the centrality of teaching to historians' own professional identity, the article uses information derived from a web survey, course literature and interviews in order to analyse the theoretical components of curricula and pedagogy at honours and Masters' levels. What it suggests is that despite the growing influence of theory on historical research and the urge to introduce a greater element of reflexivity into historical education, there is limited evidence that postmodernism and the turn to theory has had a significant impact on historical education. In conclusion, the article suggests some of the reasons for disciplinary resistance to change as well as the problems such conservatism entails. [ABSTRACT FROM AUTHOR]

This paper addresses the theme of gender balance in the Irish curriculum in relation to the teaching of history at secondary level. It is based on research conducted over a two-year period examining curriculum policy, textbooks, examinations and a national survey of practising history teachers in the Republic of Ireland. Successive Irish governments have made strong commitments to gender balancing the curriculum. Policy analysis is combined with an examination of the textbooks used by students in secondary schools in Ireland. Textbooks are written to the demands of the curriculum, and are the main resource used by teachers in the classroom. They provide homework and study aids and are heavily relied on in order to pace the teaching of the course. The research found that there is a lack of gender balance in the textbooks, with a preference for information on males rather than females, or even males and females together. There is thus a gendered historical narrative being presented that is not inclusive of both male and female perspectives, and therefore not cognisant that history has been made by men and women together. This paper examines the gender-balanced nature of textbooks used by students. It concludes that there is a lack of gender balance in the curriculum, despite official commitments, and that textbooks compound this problem by the exclusion of women's history. [ABSTRACT FROM AUTHOR]

This dissertation was prepared under the PhD course in History, specializing in Contemporary History. The objective of this study is to analyze the historical and ideological discourse behind the ethics and mentality that featured the school and teaching in the period between 1926 and 1974.The conceptual framework of the regime was marked by a strong ideological bias that influenced the official historiography of the system. This formed during decades of historical mentality of the generations of that period directed to moral values that were intended to promote attitudes and behaviors leading to patriotism. In this perspective, took an extremely important role in the teaching/learning of the History, a set of historical figures whose actions reflected the ideological principles that the regime intended to convey and enforce. The ideology of the Estado Novo produced their own representations of historical figures. The building typologies "ideals" of the system was in preconceived conception of characters. The Estado Novo resorted to a mythical and imaginary investment in a range of historical characters whom have contributed in decisive periods of the course of national history, promoting their aggrandizement. The educational system of the Estado Novo embarks on a new kind of political socialization based essentially on the process of student identification with the heroic figures of the nation, hence the need to question the various images that the Portuguese were creating for themselves and the importance of knowledge of historical myths as a means of self-knowledge of a national community and its cultural values to understand the kind of society the system wanted to build. The system undertakes a strategy of concealment of its immaculate idealistic heroes that makes them unique, haloed by an aura of heroism and holiness that allowed them to ascend to a higher level, sacralizing them, making them examples for the future in which generations to come should review, on firstly to honor the national past, and secondly, to wish to imitate the behavioral model of these figures that put Portugal in the way of progress. Thus, these heroes became icons in history and historical and cultural mindset of the society of the Estado Novo, where education directed towards this end and nationalist ideological omitted an important part of the historical memory of the nation. For this study a corpus was delimited by legislation, programs, textbooks and youth and children 's literature collections that were analyzed. This was analyzed according to the following matrix: the type of content covered; the historical discourse and how it is presented to the student; the use of ideological historical figure in the school. [ABSTRACT FROM AUTHOR]

History can be an empowering tool in the education of those working in addiction-related occupations. This article explores the importance of the historical perspective in addiction studies, outlines principles to guide the presentation of historical data, and reviews some of the best resources that can be used to present historical material in a comprehensive, objective, and engaging manner. [ABSTRACT FROM PUBLISHER]