History and History Education: dialogues and challenges

Abstract

The present article aims to explore, through a qualitative and reflective approach to the reference literature, the possible interactions between the philosophical-epistemological fields of History and Education, in the development of historical thinking. Starting from a journey through the main features of the construction of historical narrative and its epistemological challenges, namely the issues of interpretation, perspective positioning and cultural focus in the production of historical knowledge, we will question how it might be possible to articulate principles of multiperspectivism and universalism in intercultural historical learning, presenting and discussing some models which seek to explain how historical experience can be developed to foster learning and contribute to the formation of historical consciousness.