Teaching history (inter)lacing futures

Abstract

This article analyzes writings on subjects related to the introduction to practice and internship in a History undergraduate course, based on a problematization of time and temporality. It assumes that current urgent issues lead to History learning. This strategy results from the preparation of plans and diaries by undergraduates and is sustained in the future as an ethical opening for History classes in its relationship with the world. In this scenario, Pagès's thought was fundamental as a possibility for planning History classes, based on urgencies of the present and a past that remains and, therefore, persists and survives as an event that distributes its effects since a non-chronological and unstable time.