Abstract
The present work has as main object the different ways of approaching and operationalizing historical time in history textbooks of the final years of elementary school, aiming to analyze the treatment of the notion of historical time in school didactic narratives approved by the National Textbook Program of 2014. For the analytical construction of such a theme, we used as a theoretical and methodological framework, mainly, the theoretical framework of Reinhart Koselleck, which values the discussion of historical time, pointing out, therefore, that textbooks have multiple ways of operationalizing with temporal aspects, reinforcing the complexity of this object.
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