Resumo

TUTIAUX-GUILLON, Nicole. French paradox: meaningful historical culture and uncertain history didactics. Educ. Real. [online]. 2011, vol.36, n.01, pp.15-37. ISSN 0100-3143.

French popular culture has had a great contribution to history.Contrasting with this situation, history didactics - in its French meaning - is rather marginal, even if it has strongly developed since the 1980s, in a context characterized by changes in society and in school, as well as in historiography. History didactics has studied the contents, aims and practices of history teaching and learning based on references to epistemology, educational sciences, psychology, history of education, etc., but has constructed its own theoretical approaches. It is, however, little institutionalized, it does not have a large part in teachers’ training, and its results are completely reconstructed when transferred to the professional culture. Although its influence on teaching is weak - teaching has had few changes in secondary schools during the last decades - French history didactics displays dynamism and theoretical depth.

Palavras-chave : Historical Culture; History Didactics; History Learning; Professional Culture.

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