This paper attempts to answer a series of questions that we consider central to the teaching of history and in teacher education: what do future teachers read and what do they use as reading material to teach History in secondary school.
In this regard, there are two distinct practices. On one hand, textbooks - just like student teachers used them when they were high school students themselves. On the other, academic literature, which future teachers have worked with during their training courses?
Under the circumstances, and without denying that both types of texts are possible readings in secondary school, we will raise a critical interpretation, as well as suggesting a reflection on the training of teachers and, finally, we will formulate a proposal considering the possibilities and limits of the "new historical disclosure".