History of everyday life and history teaching: theoretical conceptions presents in textbooks for elementary school II (1980-2000)

Abstract

Concerned at preparing students for the concepts of identity construction, respect for diversity and perception of multiple temporalities, we believe that working with the History of Daily Basis approach would be useful in the development of a specific type of historical knowledge in classroom. The present study aims to understand how the issue of Daily Basis was addressed by historians and other Social Sciences scholars over different periods, highlighting the differences/similarities between them. In order to do so, we conducted a mapping of the historiographical discussion about the History of Daily Basis through Elementary School textbook collections in an attempt to understand how daily life is explored on these materials and what sort of theoretical concepts underline them. Based on Jörn Rüsen's assumptions, we understand that the role of History teaching must be regulated by orientative and educational terms.