Historiography, memory and history teaching: pathways of a reflection

Abstract

In one of his last published texts, Manoel Luiz Salgado Guimarães addressed the tensions and paradoxes involved in the relationship between history writing and history teaching, and presented both operations as constitutive of two inseparable dimensions of the construction of historical knowledge and the historian’s craft. This article aims at revisiting the texts Guimarães published from the late 1990s on, pointing to some of the theoretical problems that have permeated his reflections on history education and writing as forms of meaning making, as well as ways of using the past. My purpose is to show that Guimarães’ considerations on history teaching is one of the unfoldings of his theoretical propositions about historiography.