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In this article, our aim is to discuss some necessary and urgent questions about the pedagogical practices and digital technologies in the teaching History in actuality. For this, we rescue some aspects such as teaching training, the criticism in the use of technological questions and the connection between pedagogical practices and technological questions. The methodology used was the bibliographical research, including some authors who present your reflections on the themes discussed. As a results, we observe that the reflection on this question should be concentrated in the History teaching training in actuality, when should be discussed these questions in order to an actualized formation of professors. As a conclusion, we highlight the necessity of the History teacher to reflect constantly on your practices including the technological questions, in order to promote, then, a scholar citizen formation more significant, consciousness, and contemporary discussions. [ABSTRACT FROM AUTHOR]

Copyright of Turkish History Education Journal (TUHED) is the property of Ahmet Simsek 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 Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 article analyses the computer game ‘Knights of the Light: The Prologue,’ which focuses on a theme from the early periods of Islamic history, and evaluates its role in the teaching and learning Islamic history. The game centres around the Battle of Qādisiyya (15/636), a critical juncture during one of the significant milestones for Muslims in their struggle against the Sassanids, marking a pivotal moment in the early Islamic conquests. Commanders Qaʿqāʿ b. ʿAmr and his brother ʿĀṣim b. ʿAmr, who played crucial roles in the events leading up to the eradication of the Sassanids from the historical stage, are the primary figures in this game. Despite encountering some technical flaws and receiving unfavourable feedback from players, the game’s commendable effort to adhere to historical data and accurately present the conditions of that period deserves recognition. In this regard, the game becomes the focal point of this article concerning the instruction and education of Islamic history. Factors such as the prominence of learning materials through computer games, the vivid portrayal of historical events, and the encouragement of students to delve into more profound research, as exemplified by this game, suggest the effectiveness of such games as valuable tools in the education of Islamic history. [ABSTRACT FROM AUTHOR]

The teaching and learning processes of History are mediated by the educational resources that teachers decide to use in their subject. It is interesting to analyze the use and impact of digital educational resources in these processes. This work consists, on the one hand, of a bibliometric study that quantifies the scientific production of the last decade through the analysis of 116 documents retrieved from the Scopus database and, on the other hand, of a content analysis that delves into the scientific evidence. The results confirm that we are facing an emerging field of research in recent years and that the subject is widespread, being studied by different countries and institutions. On the other hand, given the number of documents analyzed, we conclude that more efforts are needed in this field, especially in the evaluation of digital resources used in the teaching/learning of history.

Copyright of Journal of Modern Science is the property of Alcide De Gasperi University of Euroregional Economy 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 Odeere is the property of Edicoes UESB 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 Educación y Humanismo is the property of Universidad Simon Bolivar 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 Saeculum - Revista de História (0104-8929) is the property of Saeculum - Revista de Historia 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 Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school project, a specific intervention is planned, following the ideas of community archaeology, regarding the study and dissemination of the Baths by following the ideas of community archaeology throughout. This study aims to analyse the impact this intervention has on 16 students regarding their knowledge of heritage and the bonds forged and reinforced concerning the site, as well as to identify the difference in historical knowledge acquired after a classroom explanation of the Baths and an open guided tour focused on the interests of the students. A case study was designed following the educational ethnography method, as it facilitates daily attendance as well as close observation of the case in question. The instruments developed (a register for participant observation and a semi-structured interview) reveal that symbolic appropriation of the site occurs as interaction and related knowledge increase. Furthermore, open guided tours facilitate greater significant learning in contrast to a classroom explanation on a heritage site. Educational experiences that embrace experimental, transdisciplinary, and participative methodologies contribute to a holistic understanding of heritage.

The Roman Baths of Valduno (Spain) possess significant educational potential, as recognized by visitors in a previous study, even though the facilities have not been maintained properly or have not been given enough publicity , which has resulted in their neglect. Through participation in a school project, a specific intervention is planned, following the ideas of community archaeology, regarding the study and dissemination of the Baths by following the ideas of community archaeology throughout. This study aims to analyse the impact this intervention has on 16 students regarding their knowledge of heritage and the bonds forged and reinforced concerning the site, as well as to identify the difference in historical knowledge acquired after a classroom explanation of the Baths and an open guided tour focused on the interests of the students. A case study was designed following the educational ethnography method, as it facilitates daily attendance as well as close observation of the case in question. The instruments developed (a register for participant observation and a semi-structured interview) reveal that symbolic appropriation of the site occurs as interaction and related knowledge increase. Furthermore, open guided tours facilitate greater significant learning in contrast to a classroom explanation on a heritage site. Educational experiences that embrace experimental, transdisciplinary, and participative methodologies contribute to a holistic understanding of heritage. [ABSTRACT FROM AUTHOR]

Developing critical thinking skills in students has proved to be elusive for Zimbabwean history teachers. Using critical theory and its strands of critical pedagogy and constructivism, this qualitative case study engrained in the interpretive paradigm investigates whether the current practices by history teachers enhance the development of critical thinking skills and then discusses how classroom practitioners can develop critical thinking in teaching. A multiple case study design was adopted to generate data using document analysis, interviews and lessons observations. The sample, chosen for detailed study through purposive sampling, included three history teachers from three secondary schools in the Gweru Urban District in the Midlands province of Zimbabwe. Evidence from the study reveals that history teachers continue to use teacher-centred methods of teaching, textbooks as the only resource, poor questioning techniques, and traditional assessment procedures that do not promote the development of critical thinking skills. It is recommended that history teaching must focus on the development of critical thinking skills rather than on the mastery of content for sustainable development to happen as dictated by the demands of the 21st century. To support that, the study proposes a transformative-interactive model to enhance the development of critical thinking skills. The research concludes that critical thinking skills do not happen arbitrarily but are developed. This study extends scholarship on history teaching by challenging and encouraging teachers to reflect on their role in the teaching of history to transform them into the designers of, and researchers of, curriculum methodology. [ABSTRACT FROM AUTHOR]

Copyright of Historia y Memoria de la Educación is the property of Historia y Memoria de la Educacion 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.)

Textbooks, the pillars of the school curriculum, trace the study of student classes and represent their educational incipit. In this regard, a question arises: "does the history studied at school take gender relations into account?". Starting from the analysis of a selection of recent history textbooks for high schools, the study attempts to assess, through the analysis of textual and iconographic citations, whether the female figure is present in the new generation of textbooks. Therefore, it is crucial to detect to what extent and in what capacity this figure contributes to the narrative of history studied at school.

Purpose: This paper aims to describe a professional development workshop designed to enhance teachers' pedagogical content knowledge. Design/methodology/approach: The program draws on a carefully articulated definition of pedagogical knowledge as elaborated by Shulman, and features the work of scholars focused on pushing new interpretations of the meaning of Gettysburg, especially in polarized political times. Findings: Teacher participants have been found to draw new meaning from their visit that, for many, has had a profound impact on the way they make sense of Gettysburg as a historic site of political importance. Originality/value: The program offers a model for professional development providers interested in enhancing the pedagogical content knowledge of teachers and engaging them in examination of the past for the purpose of re-examining contemporary political concerns. [ABSTRACT FROM AUTHOR]

Introduction: The use of songs as a teaching and learning tool in the didactics of social sciences is a subject with incipient academic contributions. For the initial training of teachers of the degrees of Teacher in Early Childhood Education, Teacher in Primary Education and Pedagogy, its introduction in the programming of subjects is appropriate due to its high ductility in the approach of activities related to the understanding of time. historical and socially relevant issues. Method: Songs whose thematic content reflects a process of recent history or deals with socially relevant problems are analyzed. Students have to create a context in which they show some basic concepts about historical time that can explain contradictions or origins of current situations from the prism of multicausality. Results: The results show the need to use a variety of teaching tools to investigate historical knowledge and show student learning regarding the objectives, conceptual content and skills developed with the research work. It is remarkable how in critical reflection the students point to the awareness of discovering the origin of some current social problems. Conclusions: The use of songs as a didactic strategy is valid for contextualizing a historical process in initial teacher training. The evaluation of the proposal allows extracting certain relevant topics selected by the students in the teaching of recent history: socially relevant problems, enunciation of democratic values and defense of human rights. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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 International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development 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.)

Though discipline‐specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing process so that teachers can assess and support that process with instructional feedback. Because such feedback is immediate, teachers can observe how students take it up. While dialogic assessment has shown promise as an approach to revealing and supporting students' writing processes in English Language Arts classrooms, it remains to be explored how this approach can support developing writers in other subject areas. This paper offers an analytic narrative account of how a high school social studies teacher used this method to support the writing process of one student, exploring what the method revealed about the challenges the student faced in writing about history, the gaps and misconceptions in their understanding of history and the intersection between the two. We discuss how certain 'mediational moves' the teacher employed enabled the student to compose collaboratively with the teacher, and in this collaborative composing, to capture ideas that she later used in her independent writing. [ABSTRACT FROM AUTHOR]

The article focuses on literacy practice in the construction of historical knowledge by high school students, considering methodological alternatives for historical learning mediated by the teacher and digital technologies. The objective is to analyze how high school students from a state public school in the city of Curitiba, develop the learning of historical knowledge. The teaching and learning process is epistemologically based on Rüsen's conception of the construction of historical knowledge (1993, 2001, 2006, 2009, 2010, 2011, 2015). The research methodology is a qualitative approach in which the data were recorded through the research notes. The analyzes contain elements that historical knowledge is elaborated by students in a collaborative and cooperative way, mediated by the context of life, by the teacher's interventions and facilitated by digital technologies. Students understand that the insertion of digital technological resources helps in literacy and in the construction of historical knowledge. [ABSTRACT FROM AUTHOR]

The objective of the article is to problematize the way the local history is inserted in the Curricular Document for Early Childhood Education and Elementary Education of the State of Pará 2019 (Dcepará), relating the presence of this theme with theoretical studies on local history and curriculum. The research is documentary and, from the content analysis techniques of Bardin (2011), it was concluded that while there are advances with the presence of Skills and Learning Objectives that trigger the local history critically, there are contradictions between intentions and what is actually accomplished in the curriculum. The strong presence of the quadripartite logic of historical knowledge, of the national history located in the Southeast and of secondary roles for subjects as indigenous and black contradict with a document that claimed to make the Amazon space central axis of the curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca 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 Journal of the Kórnik Library / Pamiętnik Biblioteki Kórnickiej is the property of Polish Academy of Sciences, Kornik Library / Polska Akademia Nauk, Biblioteka Kornicka 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 Ícone: Revista Brasileira de História da Arte is the property of Universidade Federnal do Rio Grande do Sul 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 paper focuses on the topical problems of teaching history and the standards of historical education in higher school and ponders over the role of historical component in training specialist of different spheres. These problems are treated through the prism of formation of creative intellectual environments.

Nowadays, it is necessary to add more dynamism to traditional teaching and offer learning opportunities according to the student's reality. In history teaching, it couldn't be different, since its contents help in the formation of a critical and democratic individual, an opinion maker capable of freeing himself from the alienation implanted by those who are in the "higher" strata of society. This article aims to discuss and analyze "History teaching and the various pedagogical games", interspersing the role of games in the learning of history as a teaching proposal, through a literature review, in order to reflect on these impacts nowadays in the cognitive and social development of children, which provides positive results by stimulating students to analyze, synthesize, and manipulate concepts and knowledge.

Historical thinking is a construct approached by different disciplines with a recent proliferation in research interest compared to thinking in other domains. Leading exponents do not agree on its definition and include the two main traditions: Anglo-American and German, and various groups or research centres throughout the Western world. Something problematic happens with the models of progression or development of historical thinking that lack an agreed upon psychological theory as their foundation. We argue that theoretical differences are produced by the split between the psychological, considered individually, and the social, considered external to individual thought. In this article we propose that researchers of the development of historical thinking can benefit from a re-reading of Vygotskian theory, with a focus on everyday concepts, scientific concepts and zones of proximal development. In this paper, we carry out a conceptual systemization of historical thinking based on this literature. We distinguish several dimensions that we group into three ‘macro-dimensions’ according to their psychological dynamics of development, which is dialectically related with history education and the socio-historical conditions surrounding it. These macro-dimensions explain the developmental rhythms of historical thinking and include the disciplinary knowledge macro-dimension, the epistemological macrodimension, and the ethical–political macro-dimension. [ABSTRACT FROM AUTHOR]

Copyright of Ayer: Revista de Historia Contemporánea is the property of Asociacion de Historia Contemporanea 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 Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid 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 article explores the practices of teaching history in men’s gymnasiums of the first half of the 19th century in Petersburg, analyzing the curricula, the content of textbooks, and examinations as well as theoretical developments and methodological techniques in the design of textbooks on world and Russian history. At the infancy stage of gymnasium education development, the focus was on teaching world history. Meanwhile, even schools in Petersburg had great difficulty in selecting the textbooks. Handbooks written by foreign authors and, later, Petersburg instructors, represented bulky volumes with no illustrative material or teaching methodology.

This article contains the chapter of "Emile", translated by Ziya Pasha from Jean Jacques Rousseau in 1870, published in the 56th issue of Mecmua-ı Ebuzziya in 1896.

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Zgodovinski Casopis is the property of Zveza Zgodovinskih Drustev Slovenije 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 HISTEDBR on-line is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 article presents the findings of research into the teaching of local industrial history in a socially deprived primary school in post-industrial north-east England. The first of the article's three substantive sections sets out the methodology and rationale. The second, drawing on qualitative data from participant observation, semi-structured interviews and focus groups with teachers and pupils, presents our main findings; that such teaching can fit with the demands of the English national curriculum; that it can be particularly engaging for children and, drawing on the place-based education literature, that it can also enable children to better understand who they are, in relation to their environment. The discussion section finds that the topic can appeal regardless of ethnicity or gender. We further conclude that schools can benefit significantly in the successful delivery of this teaching from partnerships with the local expertise of relevant community associations. [ABSTRACT FROM AUTHOR]

Copyright of Didattica della Storia: Journal of Research & Didactics of History is the property of Centro internazionale di Didattica della storia e del patrimonio (DiPaSt), Universita di Bologna 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 Saeculum - Revista de História (0104-8929) is the property of Saeculum - Revista de Historia 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 Saeculum - Revista de História (0104-8929) is the property of Saeculum - Revista de Historia 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 Docência do Ensino Superior is the property of Revista Docencia do Ensino Superior 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 Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia 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 impact of Digital Information and Communication Technologies (TDIC) in the different areas of social life, requires the school to constantly rethink its methodologies to enable students to build new teaching and learning paths. Often, the limited training of teachers in the field of TDIC, or even the lack of access to such tools, makes it impossible for school content to be sufficiently explored using digital technologies. Several studies on history teaching in the last decades highlight the formation of a student capable of understanding himself as a historical subject, of his identity and aware of his social role in the world to which he belongs. Thus, thinking of a curriculum that links the teaching of history and technologies is necessary. This article presents the experience report of an extension course aimed at primary school teachers, as well as undergraduate students in History at the Federal University of Western Bahia (UFOB), which took place in the second half of 2019. Through from debates on theory and practice, methodological possibilities were thought together so that digital technology can be used in the classroom, aiming at the production of school historical knowledge. In this way, Active Methodologies were approached based on their possibilities and limits, taking into account the reality of basic education in Barreiras/Bahia.

From the experiences of the research project "The history laboratory": the student as a historian looking for sources, promoted since 2018 by the National Institute for Documentation, Innovation and Educational Research (INDIRE), the essay focuses on the theme of History's Didactics laboratory implemented by a research team that works in three different phases of the school (elementary school, middle and high school). To define an extensible and repeatable teaching model, in the first step the laboratory was structured starting from a common source of documents analysed with the three classes involved: by considering the flexibility accordingly to different ages and school levels, and by proposing to investigate the teaching approach practice by an analysis of the sources and the role that these practices can play in the acquisition of disciplinary skills and knowledge.

The authors focus how Byzantine motifs are presented in the teaching of humanities subjects. The question of the presence of Byzantine motifs is essentially one about the presence of Byzantine heritage in Polish culture. With reference to two school subjects – Polish and History – the authors seek to establish what Polish school students are taught about the reach of Byzantine culture. Present-day teaching of both political and cultural history is underpinned by Occidentalism. Only occasionally is attention paid to the “Eastern” features of Poland’s past. A good example of this is the treatment of one of the most important Polish literary texts, the school perennial, Bogurodzica. This draws on Greek religious hymns, contain words originating in the Greek liturgy, and also alludes to a particular type of icon. Accordingly, the connections between the oldest Polish literary text and Byzantine culture are very clear. However, when classroom teachers discuss Bogurodzica with their pupils, detailing the above-mentioned features, are they aware that this text is an epitome of the presence of Byzantine motifs in Polish literature? Apparently not. With regard to the teaching of history, Byzantine motifs can be approached from at least three angles; in terms of imperial political events, in terms of religious (Eastern rite) aspects of Byzantine culture, and finally in terms of awareness of connections between Polish culture and Eastern rite Christianity, as well as Eastern nations and states viewed as heirs of Byzantine culture. In Polish history there has been a side-lining of the nation’s break with Eastern Christianity even though during certain periods this was the faith of half the Commonwealth’s inhabitants. The marginalisation of this topic does not simply impose a limit on knowledge but it prevents the understanding of particular aspects of our history.

This paper tries to explore different aspects that occur in reading and writing history in secondary school. Some of the questions that guide this work are: which are the reading and writing practices that teachers performed in order to reach good aims with their students? Which are the perceptions underneath there practices? This search tries to put on surface the goals of the history of reading and the social sciences in relation with the idea that the motor of change in the scholar system are the teachers and the students. Also our methodological work is based on ethnography because it allows contemplating the everyday of the scholar rooms. This kind of work reveals that commonly the teachers tries to read the texts in class. The teachers mix different activities as reading in out loud, discussion themes and writing on the board. These practices stimulate different questions in relation with the history contents of the class. As searchers we propose some clues to analyze these activities.

We share research advances where we ask ourselves about the knowledge of political history that practitioners put into play during the teaching residency. That is, what are the theoretical positions they assume when preparing their teaching proposal and how they are expressed in practice. We inquire about the teaching of the historical past from the perspective of the New Political History, seeking to recognize and stress the scope and limitations of the proposals regarding this particular dimension of historical knowledge. By thinking what, how and what to teach, residents put theoretical-methodological approaches into play. In this sense, we intend to make visible the approaches, tensions and / or distances between the theoretical assumptions and their practices. In this sense, we seek to answer the following questions: what links are established with the past from the political dimension? How do you work domination, power, conflict, resistance, intervention in the public space, the relationship State-civil society, social actors, etc.?