Teaching practices in the teaching of history. An analytical proposal based on a case study

Abstract

Teaching practices (knowledge, gestures, behaviors, actions, senses, representations, ideas, affections and emotions) are keys in the teaching of history, much more than the curriculum or educational materials. Therefore, it is relevant to understand the dimensions that make up its configuration. Based on a case study and a particular thematic clipping, an analysis of various concurrent dimensions will be proposed that, without being the only ones are relevant. It is about: the context (in its multiple scales: socio-historical, political, memorial, school, institutional and classroom), the official proposal (educational regulations, curricular designs), students, materiality as well as their own teachers (with their biographies, positions, training, etc.) and their know-how, the one they build and deploy on a day-to-day basis. Thus, this proposal intends to know and recognize the teaching activities to strengthen the work of the teachers themselves as well as to collaborate in the initial and continuous training, giving rise to a significant feedback between teaching and research.