Historical Consciousness and Historical Literacy
Theoretical Foundations for the Formation of the Subject in History Education
DOI:
https://doi.org/10.47456/15tqx631Keywords:
Historical consciousness; Historical literacy; History education; Jörn Rüsen; Peter LeeAbstract
This study aims to discuss the theoretical foundations that support the development of historical consciousness and historical literacy in history education, based on the contributions of Jörn Rüsen and Peter Lee. Through an in-depth conceptual analysis, it seeks to understand how these theoretical frameworks contribute to the construction of an educational practice focused on shaping historical subjects capable of critically interpreting time, memory, and the past. Historical consciousness, conceived as a narrative structure that allows individuals to make sense of temporal experience, is articulated with the cognitive skills promoted by historical literacy, such as critical reading of sources, narrative construction, and reflection on evidence. The text also addresses the presence of these concepts in Brazilian basic education, highlighting their potential to overcome traditional approaches and promote a more reflective and meaningful history education. Grounded in both national and international authors, the study contributes to the theoretical strengthening of history didactics and historical education in Brazil.
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Copyright (c) 2026 Milka Christine Godinho Loureiro, Maria Alayde Alcantara Salim
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