Abstract
The present paper summarizes the discussions of a homonymous round table, which argued in favor of a historical component in the education of Spanish as a foreign language teachers. The discussion was based on the division of grand areas of knowledge, History of Spanish (and related disciplines) and Linguistic Historiography, as well as in the conception of language as an agglutination of culture, history and grammar (COSERIU, 1986). This paper presents an overview of these areas and of the issues that guide the explanation of how the investigation of the history of a given language should be undertaken, with emphasis on pronouns, articles and lexical configuration; it also addresses linguistic historiography, with an emphasis on how Brazilian textbooks present the Spanish pronoun “lo”.
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