BETWEEN THEORIES AND PRACTICES: TEACHING HISTORY FROM AN INTERDISCIPLINARY PERSPECTIVE

Abstract

This article aims to bring to light the debates some reflections on two conceptions frequently discussed among specialists and scholars of themes related to History Teaching, given the relevance of these themes in the scenario of epistemological and systematized knowledge in the development of the teaching and learning process and its intertwining with the interdisciplinarity of objects of knowledge worked within the school subjects that make up the area of human sciences and beyond. To this end, methodologically we opted for qualitative research based on the comparison of bibliographic sources, emphasizing analyzes and discussions relevant to understanding the theme of this study. In this sense, we start from the writings of Barros (2014), Bourdieu (2004), Gadamer (1997), Hartog (2003), Koselleck (2006), Rüsen (2009; 2014); Ricoeur (1995; 1997); Paulo Freire (1996), among others.