Vol. 30 No. 1 (2026): Cultura histórica, usos do passado: desafios do ensino e da aprendizagem em contextos escolares e não escolares. (tomo II)

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-XV

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.83765

Dossier

• The influence of artifacts from historical culture and school culture on history learning. An analysis based on the taste and confidence of high school students

  Nilson Javier Ibagón-Martín (Author)

  1-22

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78206

• The construction of meaning and historical awareness of teachers regarding the teaching of Brazilian independence

  Anilton Diogo dos Santos, Marlene Rosa Cainelli (Author)

  23-42

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.77762

• The supervised practical history internships at UNESP/Assis (2012-2017) as a space for reflection on the confrontation of historical cultures

  Ronaldo Cardoso Alves (Author)

  43-62

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78729

• Teaching and learning history in non-school settings: historical knowledge, urban quilombo, and Black territoriality

  Edinalva Padre Aguiar, Maria Cristina Dantas Pina (Author)

  63-90

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78726

• Uses of the Past in Heritage Discourse: A Critical Analysis of the Spanish Secondary Education Curriculum in Geography and History

  Alodia Rubio-Navarro, Pilar Rivero, Silvia García-Ceballos (Author)

  91-117

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78722

• The violent past of the Basque Country in initial teacher training: analysis of the impact of the Convivencia y Memoria project through thinking routines

  Alex Ibañez-Etxeberria, Nekane Aristondo, Leire Albas, Naiara Vicent (Author)

  118-139

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78332

• Reinterpretations of the figure of Cabralzinho through formal and non-formal education in the municipality of Amapá/AP

  Jonathan Viana da Silva, Ana María Sosa González (Author)

  140-160

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78201

• Teaching History based on knowledges and ideas about the Museum of Quilombos and Urban Favelas: the voices of the archives echoing from a post-museum

  Júlio César Costa (Author)

  161-184

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.77350

• Bilingualism policies, traditional education, and indigenous school education

  Nádia Nelziza Lovera de Florentino, Delmira de Almeida Peres, Rosangela Celia Faustino (Author)

  185-205

  • PDF (Portuguese)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78830

• Serving the nation: gender and racist biases in historical figures in Mexico

  Michelle Ordóñez Lucero (Author)

  206-231

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78281

• Female representations in the Spanish Civil War propaganda: didactic uses and possibilities for analysis in History education

  José Antonio Mérida-Donoso, Irene Abad Buil, Arasy González-Milea (Author)

  232-253

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78152

• The construction of ecofeminist masculinities through the teaching of History, History of Art and Heritage

  Laura Lucas Palacios, Elisa Arroyo Mora (Author)

  254-276

  • PDF (Spanish)

  DOI: https://doi.org/10.4025/dialogos.v30i1.78193