Abstract
Current analysis is a contribution on the manner 12 th year students interpret History sources and how, as from this interpretation which should include multi-perspective messages, they establish a specific idea of the past that would contribute towards a more advanced historical awareness. The qualitative study involving the inductive analysis of data provided the progressive construction of a conceptual model on the form that 12 th year students who sat or were about to sit for a national exam, prepare historical inferences from sources with diversified messages. The instruments dealt essentially with issues on sources used in exams. Data showed that evidence is more or less the result of their idea of the past. Reflections are thus needed on epistemological implications in the teaching and learning of History to criss-cross the dominion of evidence with the dominion of historical empathy.
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