Taught History and Argumentation: the construction of meaning in the history classroom
DOI:
https://doi.org/10.5212/PraxEduc.v.6i1.0010Abstract
This paper intends to discuss the construction of meaning through argumentation in taught history. We will use information obtained in research performed in a history classroom in 2003. It is aimed to revisit some questions and rethink them in the light of theoretical elements related to curriculum, language and culture. This exercise is a possibility of theoretical proximity of concepts related to these three fields of knowledge, integrating them into a concrete space – the history classroom. The challenge we intend to face is to dialogue with the theories of curriculum, language and culture fields, intending to understand the meaning construction in history taught through argumentation.
Keywords: teaching of history, curriculum, culture and language
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