In this article the evolution of historical science and school history over the past 25 years is reviewed. This review focuses on advances in people's history; that is, a history in which all social and historical agents are recognised, and which is articulated from the global consideration of humanity and human experiences. In the first place, the meaning of school history is specified, along with the relationship between school history and historiography. Secondly, the evolution of both over these 25 years is analysed. Finally, we pose future challenges. There is an imbalance between the evolution of historical knowledge and the impact it has had on the school curriculum and educational practices. School history continues to reproduce androcentric and Eurocentric knowledge based on political processes in which the great majority of protagonists are excluded.
|Translated title of the contribution||People’s history: Reflections from historiography and social sciences didactics from the last 25 years|
|Number of pages||30|
|Publication status||Published - 16 Oct 2020|