Historical knowledge in schools in times of denialism: ethical dilemmas and democratic experiences

Abstract

This paper aims to explore questions posed to historical knowledge in schools in a national context of tension in democracy, of a return of conservative and reactionary ideologies and of denialism. Based on a post-foundational epistemic stance, the arguments throughout the text articulate contributions from the fields of History Teaching, Theory of History, Political Science, Curriculum, Philosophy of Education, and Philosophy of Difference. More than denouncing the severity of the circumstances that produces effects on the truth value of the knowledge taught/learned in history classes, and on the practices of history teachers in basic education and researchers in history teaching, the paper seeks to stop the current immobility and present possibilities based on ethics and democratic commitment.