Sobre pensar historicamente e o desafio da educação histórica

Robert Thorp; Anders Persson

doi:10.5433/2238-3018.2023v29n1p010-029

Authors

Robert Thorp Universidade de Newcastle
Anders Persson Universidade de Dalarna

DOI:

https://doi.org/10.5433/2238-3018.2023v29n1p010-029

Keywords:

History education, historical thinking, historicity, hermeneutics, disciplinary knowledge

Abstract

The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical
thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more
disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue
historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.

Author Biographies

Robert Thorp, Universidade de Newcastle

Departamento de Educação, Universidade de Uppsala, Suécia; Departamento de Educação, Universidade de Estocolmo, Estocolmo, Suécia; Departamento de Educação, Universidade de Newcastle, Callaghan, Austrália.

Anders Persson, Universidade de Dalarna

Escola de Educação, Universidade de Dalarna, Falun, Suécia.

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