Abstract
Current investigation deals with learning concepts which foreground the organization of official documents of the Brazilian government for High School (age bracket 15 -17 years). The above includes the analysis of curricular documents on the Brazilian Curricular Guidelines of History for the High School, coupled to The Brazilian Exam for High School Children (ENEM), criteria for the assessment of textbooks and research with teachers and students. The qualitative method was adopted within case studies and the perspective of content analysis in bibliographical and documental investigation. Analyses reveal the proposition of the organization of historical knowledge as from two axes, or rather, contextualization and interdisciplinarity, coupled to the predominance of the concept of historical learning based on the development of competences. Contextualization and its articulation with the concept of competences in the documents were specifically focalized by foregrounding the concept of learning on the theory of historical awareness.
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