DEMOCRATIC EVALUATION OF HISTORICAL LEARNING: CHALLENGES TO THE DIDACTICS OF HISTORY
Keywords:
History teaching, historical learning, didactics of History, scholar history knowledge, learning evaluationAbstract
This article aims to propose a theoretical consideration on the possibilities of building
mechanisms to evaluate History learning in school environments in a democratic perspective. The
democratizing aspects considered throughout the argument refer to possibilities of refiguration of
historical narratives that simultaneously guarantee spaces of subjectivation, identification and
objectification in relation to schoolar historical knowledge, and preserve the truth value of the refigured
narrative amidst evaluation processes. From a discursive approach inscribed in the post-foundational
agenda, the text invests in the destabilization of meanings of learning, evaluation and Didactics of History
to propose a democratic evaluation of historical learning.
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