A METODOLOGIA DO ENSINO DE HISTÓRIA EM QUESTÃO
para além dos livros didáticos
Keywords:
teaching methodology, history as taught, history as science
Abstract
This article intends to take part in theoretical debate on the methodology of history teaching by focusing on the criticism of the teaching method as separate from the theoretical and methodological world of history as science. It starts from the hypothesis that the way to overcome schoolbooks as major teaching parameters and contents memorization as still in use at high schools lies in the teachers' reflection on the historical, philosophical and epistemological dimensions of history.
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