Developing historical and metahistorical thinking in history classrooms: reflections on research and practice in England
The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of 'history' and 'history education' vie for dominance (Nakou and Barca, 2010). A common polarity in debates on history curricula is the oppositi...
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| Materialtyp: | Artigo |
| Språk: | Português |
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Universidade Estadual de Maringá
2016-10-01
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| Serie: | Diálogos |
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| Länkar: | http://www.periodicos.uem.br/ojs/index.php/Dialogos/article/view/33802 |
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