Academic historiography and school history teaching. History textbooks between two centennials

Abstract

The school use made of history, the contents of history taught in the school maintain with academic historiography a complex and deep relationship but representations of the past that made school history are irreductible to institutionalized knowlege by historiography. In this article we analyze in textbooks published in the anterior and posterior decades to the two centennials of the May Revolution (1910-2010), the way the revolutionary process commenced in 1810 is presented and how it relates to these images with the interpretations academic historiography had stabilized in each one of the moments. To explore the ways it was understood history, its role in the educational system, the relationships between those stories and those built by academic historiography.