Historiography, memory and history teaching: pathways of a reflection

Authors

  • Maria da Glória de Oliveira Universidade Federal Rural do Rio de Janeiro

DOI:

https://doi.org/10.15848/hh.v0i13.697

Keywords:

Historiography, Cultural memory, History teaching

Abstract

In one of his last published texts, Manoel Luiz Salgado Guimarães addressed the tensions and paradoxes involved in the relationship between history writing and history teaching, and presented both operations as constitutive of two inseparable dimensions of the construction of historical knowledge and the historian’s craft. This article aims at revisiting the texts Guimarães published from the late 1990s on, pointing to some of the theoretical problems that have permeated his reflections on history education and writing as forms of meaning making, as well as ways of using the past. My purpose is to show that Guimarães’ considerations on history teaching is one of the unfoldings of his theoretical propositions about historiography.

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Published

2013-11-12

How to Cite

OLIVEIRA, M. da G. de. Historiography, memory and history teaching: pathways of a reflection. História da Historiografia: International Journal of Theory and History of Historiography, Ouro Preto, v. 6, n. 13, p. 130–143, 2013. DOI: 10.15848/hh.v0i13.697. Disponível em: https://historiadahistoriografia.com.br/revista/article/view/697. Acesso em: 21 nov. 2024.

Issue

Section

Thematic Dossier: History in question: dialogues with the work of Manoel Luiz Salgado Guimarães