History, common good. But what story? And how much history?

Abstract

Contribution on how to conceive history in teaching and identify the kind of general history appropriate to form the historical thinking of teachers and students and on the study plans to train history teachers already in the degree courses. Through the analysis of three posters published in defense of history, the article highlights the flaws of historical knowledge currently taught and proposes changes that affect the need both to exercise students in the historical method and in the use of traces as sources and to teach historical knowledge that make it possible to relate past and present and make students adept at using them to understand ongoing stories and react to the public uses of history.