Abstract
This article intents to draw an itinerary, such a theoric program, as one perspective to the Teaching of History, summarizing our position to the aimed sense for any kind of education – especially the Formal Education, because it’s the widespreadest – as a transcendent value to the practic of the Science of History, that uses it, constituting it in its legitimacy. Our observations shall take, as an initial point, the Jörn Rüsen’s Theory of History and the Martin Buber’s Dialogical Filosofy
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