Abstract
We present a characterization of uses of writing in the teaching of history, produced as part of a Specific Didactics research that studies the relationships between reading and writing in the teaching and learning in school history. It discusses related uses of writing for different purposes, in addition to imposing the usual didactic function of history as a school subject. Identifies potential complementarities and tensions between different rationalities involved in the generation of writing proposals, particularly the tension between the logic of study and the logic of the exercise. Finally characterized a problem of using the written productions for evaluation on the way in which the instructions can operate in the possibility that students deployed, or otherwise, the learned contents about the subject evaluated
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