Jean-François Cardin

As representações quanto ao lugar dos saberes na educação histórica, manifestadas durante o debate em torno do novo currículo de História no Quebec (2006-2010)

This article analyzes different actors’ discourses during the debate on the new national History curriculum in Quebec, held from 2006 to 2010. Two opposite positions regarding the place of history instruction and its construction were identified: one that aims to develop intellectual skills associated with historical thinking and one that focuses on the transmission and storage of a fixed narrative.