Abstract
This article reports the results of a research paper from the production of historical narratives, held with students and high school history teachers. The proposal was to analyze the use of historical pictorial iconography in history classes, taking into account the seizure of these sources as constitutive processes of cognitive and aesthetic dimensions of historical culture and starting from the assumption that the historical learning from the iconographic source is related to the formation of historical consciousness and historical narrative relates to the learning of history.
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