Resumo

IBAGON MARTIN, NILSON JAVIER  e  MINTE MUNZENMAYER, ANDREA. Historical thinking in school contexts. Towards a complex definition of the teaching of Clio. Zona prox. [online]. 2019, n.31, pp.107-131.  Epub 20-Mar-2020. ISSN 2145-9444.

The article analyzes from a theoretical perspective the formative potentialities that derive from the disciplinary and pedagogical principles that define the structuring of historical thinking in the school. For that, three axes of discussion are defined: the first axis, establishes a balance of the main disciplinary and pedagogical difficulties that have limited in school the formative scope of the teaching-learning of the history; secondly, the formation of historical thinking is analyzed as an alternative to the traditional teaching of history; finally, the challenges involved in the development of this type of thinking are explored in the definition of History to teach, History taught, and History learned. From this analytical exercise it is concluded that, the development of historical thinking allows the construct of a theoretical and practical alternative to the restricted principles from which it is usually structured the teaching of history in the school.

Palavras-chave : teaching history; historical thought; school; teaching practice; Colombia.

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