Saber & Educar

In line with what classic authors of epistemology of History such as Michel de Certeau or Henry Marrou showed, the approach to History in Basic and Secondary Education, due to its humanistic dimension par excellence, can and should be seen as an opportunity for students to feel and live the experience of the Other. The importance of learning History, however, does not stop here. Benedetto Croce wrote that “all historiography is contemporary history”, clarifying Fernando Catroga this occurs “not because History has the 'present time' as its object, but due to the circumstance that the 'present' is the focus of retrospectives, including that which not long ago was only future” (Catroga, O valor epistemológico da História da História, 2010, p. 39). These epistemological assumptions support the idea that these perspectives cannot, and should not, be forgotten and/or dissociated when carrying out the didactic transposition of historical knowledge in the classroom. Therefore, the importance of History is highlighted as a fundamental instrument in the construction of the future of young people, that any simplistic and intuitive intervention, carried out outside epistemological reflection, more than promoting historical understanding and understanding of Otherness, can result in approaches that carry imponderabilities and can eventually lead to caricatural generalizations. The teaching and learning of History contribute to the formation of active and responsible citizenship, allowing, through thoughtful, planned, and non-casuistic pedagogical strategies, to understand the world in which live and decenter students from their point of view. and critically analyse the diferent views of the problem, thereby helping to overcome judgments based on one-way criteria.
Organization:
Isilda Monteiro, Escola Superior de Educação de Paula Frassinetti
(Portugal).