The shaping of the teaching and learning of history as a field of knowledge

Abstract

In this document we present an analysis of the shaping of the field of research in the teaching of history, where we can locate three major trends. In the first one of them, psychology permeated the explanations and proposals. In the second one, researchers proposed bringing historical knowledge into the classroom by imitating the procedures of historians, mediated by the didactics, and were also interested in understanding why the reforms and proposals were not made effective in the school. Finally, at present we observe a bifurcation between historical education, whose nucleus of interest is in the development of historical thought considering local contexts, and research in history teaching that proposes inscribing the production of this knowledge within the framework of the social science debates.