Teaching History as an Object of Research

Abstract

In History, as a discipline, there is a binary logicbetween research and teaching. This logic placesteaching in a marginal position with respect toresearch, although both aspects of the disciplineconstitute central practices for the historian.The hierarchy reduces History teaching to asimple transmission of knowledge fromresearchers to large segments of the population.This is why teaching History is normally considered an infertile field for research. This article aims to break this logic and to demonstratethe richness and complexity of the teaching ofHistory as a field of research. In order to achievethis aim the article discusses concepts such asHistory Didactics, History Teaching, HistoryEducation and Teaching History. It also seeks toplace the teaching of History at the boundary ofvarious disciplines, and it seeks to highlightsome methodological and theoretical problemsthat allow us to better understand the processesof constructing meaning about the past withinthe school.