The History of Education in Antiquity and Its Teaching: Epistemological Problems

Abstract

This essay is the first critical exploration of the condition of teaching of History of Education in Antiquity, a topic of manuals and disciplines in teacher training courses. In the approach to the content, it becomes evident both the ethnocentric character of the histories of philosophy and culture born in the nineteenth century and the utilitarian and moralistic purpose that justified their condition in the curricula of teachers' schools. This article also addresses the relative abandonment and lag of research on the subject when new theoretical-methodological perspectives in this field emerge. Finally, it is pointed the challenges to the persistence of this traditional form in the face of the epistemological and identity insurgencies of contemporaneity.