Historical literacy and narrative didactic approach with a critical sense

Abstract

The purpose of this article is to outline the importance of a historical literacy with a narrative approach provided with a critical sense. It begins by characterizing conceptual aspects of school literacy and disciplinary literacy; In the same way, the treatment of historical literacy in the school domain is characterized, especially with regard to the didactic use of narrative writing. It continues to highlight the relevance of applying the narrative approach to address expressions of the historiographical genre that claim the narrated lifeof the subjects; and it is justified that The New Studies of Literacy and critical literacy, in addition to providing didactic tools in this sense, these can favor the mobilization of interests for social transformation from the knowledge of history and community literacy practices.