No such dialogues with the knight: the teaching of history as a field of search

Abstract

This paper presents reflections on the specificity of teaching history as a field of research. I believe that the "between" places it occupies, the sine qua non of any research in the field of teaching history is necessarily an intense dialogue with the history and education. However, the areas of linkages and referrals to the teaching of history do not end here. Also, the Social Sciences, Philosophy, Cognitive Psychology, Geography, Linguistics, Literature, Communication Arts, among others, provide keys to understanding the phenomena that we investigate. It is therefore a hodgepodge, a mixture that allows the establishment of bridges, the flourishing of creativity, the capability of understanding, understanding and empowerment. By observing the work of the field, one realizes that there is a thread, an integrative approach, a unity in diversity, if we understand the history didactics as a discipline that investigates the processes of movement and teaching and learning of history in the world of culture, involving many different levels and types of education including the higher education and non-schooling. Thus we see that the field of teaching history in Brazil is showing that there is a teaching of history with the intermingling of different theoretical frameworks. I therefore think that the linking of teaching of history is with the field of teaching history, which allows linkage analysis in both the history and theory with cognitive cognitive psychology or teaching general.