The time of didactics of history: contributions to a debate

Abstract

The work seeks to present reflections on the renewal of the field of history teaching, taking as a budget the fact that the change that occurred in the conception of historical learning produced new possibilities for teaching and for the Didactics of History. The new conception of learning takes as a reference the philosophy and theory of history and not only the psychology of learning. To answer the questions that raise the relationship between the development of historical thought and the formation of historical consciousness, he refers to the dialogue with the thought of Jörn Rüsen, thereby seeking foundation for a theory of learning, based on the science of History that guides the meaning and function of historical learning as the center of the Didactics of History. By placing the problem of the Didactics of History in the nature of the relationship with the theory and philosophy of History, the author opens possibilities to take into account some principles that would be constitutive of the epistemology of this field of knowledge, with implications for the methodology teaching of the history. Among the guiding principles are: 1. The theory of history as the basis for a theory of the specific teaching of history. 2. Historical awareness as a starting point and arrival of historical learning. 3. The competence to generate meaning through narrative as a form and function of historical learning. 4. The historical formation of meaning as the main problem of historical learning.