Vinte Anos das Jornadas Internacionais de Educação Histórica

The work systematizes a dialogue carried out with the work of the Portuguese researcher Isabel Barca, since 2001, having as reference the reflections contained in her book The historical thought of young people 2 , in which a systematization can be found in opposition to research on Piagetianbased historical learning, such as Hallam's studies. At the same time that she pointed out discussions about the influence of psychological theories in research on historical learning, Isabel Barca showed paths for dialogues with authors who proposed new approaches and references for research in Historical Education, especially authors from the United Kingdom, Canada and the United States. It was clear that a new conception of historical learning was being constructed and its specificity was to be situated in the science of history itself. Thus, the dialogues initiated with the work of Isabel Barca and authors in the field of Historical Education, as well as with the work of the historian and philosopher Jrn Rsen, put into question the didactic transposition aspect as a guide for the teaching methodology of History. Furthermore, they raised the problem that, if the path did not pass through the didactic transpo sition, what would be the parameters of innovations in the relationship between teaching and learning history? The questions raised brought noises that shook the relationship with the concept of

Political science · Educator Training and Historical Pedagogy · Historical Education and Society

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