Abstract

This paper reports on one aspect of an experimental teaching-learning system that aims to identify and characterize the conditions for the development, in history classes, of a dynamic of reflection indexed to the epistemology of the discipline. With this in mind, we are modelling the articulation between knowledge and ignorance, which is likely to guide a school inquiry, to observe students’ ability to problematize. The cases analyzed enable us to identify different strategies relating to the relationship between what is known and what needs to be known, so that a historical problem can be constructed or avoided.

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