Learning Activity in the production of schooling historical knowledge

Abstract

The text deals with learning activity and its potentialities in the processes of producing schooling historical knowledge. In the first moment, three essential categories of this didactic proposal are analysed: learning tasks, motivation and conceptual learning. The theoretical framework on such categories is based on precursors of historical-cultural theory and the researchers who developed the basic categories for understanding learning activity as a theoretical-methodological perspective for didactics. In the second part, it presents propositions and principles that are plausible to be recommended both for teachers who work in school practices and for researches dedicated to the teaching and learning of history at school. The article highlights that learning activity is a theoretical-methodological framework that opens up promising possibilities for qualitative improvements for the production of school historical knowledge.