Abstract

LAUTIER, Nicole. Historical Knowledge in School Contexts: circulation, transformation and adjustment. Educ. Real. [online]. 2011, vol.36, n.01, pp.39-58. ISSN 0100-3143.

The historical knowledge taught and learnt in school contexts has at least one aspect in common with the academic discipline of history: it demands the same kind of phenomenological comprehension. Analyzing the teaching of institutions (monarchy, democracy) and events (conquests, wars, economic crisis), this study describes some of the main cognitive processes - such as selection of information, figurative interpretation, and resources for analogies and metaphors -grounded on schemes of familiar reception by the students, which permit them to appropriate historical knowledge. Considering that the responsibility for school learning of history stimulates other forms of thinking, this analysis indicates some recurring themes which constitute important moments when the identity logics and the practices and constraints of the teaching process are confronted.

Keywords : Epistemology; History; Social Representations; Learning; Professional Identity.

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