Reflect on the didactics of history, but always think about why you should learn it

Abstract

Teaching and learning history has been one focus of analysis and reflection of national education policy. From different theoretical and political positions discussed what to teach and why to teach to new generations. Also, from the pedagogical, the results are observed, factors that condition them are sought and strategies are enunciated to favor their learning. These brief lines add to the debate of the learning processes of history in school contexts and provides reflective elements on which history to teach and how to promote learning.