WHAT STORY FOR WHICH SCHOOL? EPISTEMOLOGY, HISTORIOGRAPHY AND DIDACTICS OF HISTORY IN THE 21ST CENTURY SCHOOL

Abstract

The teaching-learning of history in school settings requires new didactic models making such a discipline become a useful tool for understanding the problems which contemporary societies beset. This approach forces us to incorporate elements considered as substantive of the discipline in the chapter about the initial teacher training, such as knowledge of the epistemological bases, what history is and how it is built, as well as the historiographic currents. All with the purpose of specifying a didactic-disciplinary renewal and offering solutions to the problem of the contents selection, which should not be exempt from the necessary scientific rigor.