From historical time as an object to historical time as an epistemic problem

Abstract

With a view to adding complexity to the question of knowledge, and taking into account the narrative nature of some historiographic school versions, we will try to demonstrate that learning problems as well as problems related to time meanings do not only rely on difficulties resulting from the development of cognitive capabilities, on difficulties stemming from the complex nature of the historical subject, or on the scarce knowledge basis found in the students. Presenting the problems as if they were mere psycho-pedagogical issues is not enough. It is necessary to question the kind of History teaching offered; the proposal of historical time displayed; and the conceptualizations and the rationality frequently developed in the classrooms and which originate in teaching discourses and in the narrative of history text-books.