Intercultural historical learning in dialogue with the Epistemology of History

Abstract

History Education as an emerging epistemological field bases History Learning on the dialogue with the Epistemology of History articulating theory with research and educational practices. In this sense, History Learning is thought in an intercultural dialogue where public history, disciplinary history and history science in different cultural spaces intersect. Historical Learning has to take into account the different points of departure, different perspectives, of those involved in the learning process when trying to understand historically cultures different from "their own". We propose a look at how Portuguese history students and teachers think the multiperspective, natural and legitimate in history, in the context of "difficult histories" which require an intercultural analysis and understanding of reality. The debate about how this challenge is thought and operationalized can enhance an Intercultural Historical Learning in an inclusive logic based on equity and mutual respect of human dignity.