Vol. 29 No. 3 (2025): Cultura histórica, usos do passado: desafios do ensino e da aprendizagem em contextos escolares e não escolares. (tomo I)

View Vol. 29 No. 3 (2025): Cultura histórica, usos do passado: desafios do ensino e da aprendizagem em contextos escolares e não escolares. (tomo I)
Published: 2026-04-28

Editorial

  • Historical culture, uses of the past: challenges of teaching and learning in school and non-school contexts

    Márcia Elisa Teté Ramos, Sebastian Molina Puche, Wilian Junior Bonete (Author)
    I-XIV
    DOI: https://doi.org/10.4025/dialogos.v29i3.83761

Dossier

  • Teaching of history and practical life: contributions to the formation of historical thinking

    Maria Auxiliadora Moreira dos Santos Schmidt, Maria da Conceição Silva (Author)
    1-14
    DOI: https://doi.org/10.4025/dialogos.v29i3.78724

  • Can we affirm that teacher educators are denialists?

    Margarida Maria Dias de Oliveira, Itamar Freitas de Oliveira (Author)
    15-27
    DOI: https://doi.org/10.4025/dialogos.v29i3.78717

  • The value of history for understanding the present: secondary students from rural and urban contexts facing the phenomenon of depopulation

    Víctor Manuel Cabañero Martín, Rosendo Martínez Rodríguez (Author)
    28-51
    DOI: https://doi.org/10.4025/dialogos.v29i3.78124

  • De-latin-americanized identity: the surveilled curriculum and the curtailment of historical culture and historical consciousness

    Wilian Carlos Cipriani Barom (Author)
    52-76
    DOI: https://doi.org/10.4025/dialogos.v29i3.78675

  • Multiperspective in history teaching

    Lorena Marques Dagostin (Author)
    77-100
    DOI: https://doi.org/10.4025/dialogos.v29i3.78518

  • History and civic education in Portugal: analysis of municipal educational and curricular policies

    Ana Isabel Moreira, Pedro Duarte (Author)
    101-123
    DOI: https://doi.org/10.4025/dialogos.v29i3.78169

  • Historical culture and culture of memory in educational projects commemorating Portuguese democracy (1974-2024)

    Carmen Rosa García Ruiz, Maria João Barroso Hortas, Alfredo Gomes Dias (Author)
    124-144
    DOI: https://doi.org/10.4025/dialogos.v29i3.78176

  • Textbook analysis for the development of historical thinking competencies

    Mª Carmen Sánchez-Fuster, José María López Sánchez (Author)
    145-168
    DOI: https://doi.org/10.4025/dialogos.v29i3.78048

  • Pedro do Coutto and school writing on the Paraguayan War in the first decades of the 20th century in Brazil

    André Mendes Salles (Author)
    169-182
    DOI: https://doi.org/10.4025/dialogos.v29i3.78501

  • Textbook, historical culture, and the formation of historical consciousness: between silences, disputes, and possibilities for re-signification in workshop practice

    Gilvania Lopes Villar, Darcylene Pereira Domingues, Júlia Silveira Matos (Author)
    183-202
    DOI: https://doi.org/10.4025/dialogos.v29i3.78066

  • Technology, social networks and history teaching: curricular and epistemological challenges

    Carlos Augusto Lima Ferreira, Larissa da Purificação Santos (Author)
    203-223
    DOI: https://doi.org/10.4025/dialogos.v29i3.78173

  • Video games for learning prehistory: the case of Dawn of Man

    Ismael Piazuelo-Rodríguez (Author)
    224-243
    DOI: https://doi.org/10.4025/dialogos.v29i3.76971

  • Historical knowledge in sensitive and testimonial listening to sound

    Virginia Albuquerque de Castro Buarque, Isaías Gabriel Franco, Maycon Gabriel Sant'Anna Gomes (Author)
    244-268
    DOI: https://doi.org/10.4025/dialogos.v29i3.76350