The idea of historical literacy - as a set of competences of historical interpretation and understanding - is emerging as linked to the proposal of developing historical consciousness, as Peter Lee argues. This need for temporal orientation demands multiple identifications at several scales (from the local up to the global scale) as well as the consideration of diversified points of view, given either by historians or many other sources of history. Assuming the relevance of this issue, it is pertinent to question about the way university students (preservice history teachers) are developing their own competences of historical literacy. In the context of the Methodology of History Teaching subject, at year 4 of the Teaching of History Graduate Course (University of Minho), the following research questions were explored: 1) What criteria do the preservice history teachers employ when deciding about different historical versions? 2) How those preservice history teachers support their arguments for or against a given version? An assessment task of two historical texts, one written by Luís de Albuquerque, Portuguese historian, another by Sanjay Subrahmanyam, Indian historian, was accomplished by the 18 participants of this study. The historical texts focussed on the first Portuguese maritime voyage to India (and they were grounded on several evidence, namely an excerpt of the Gama trip log). Combining the dimensions of substantive interpretation of messages and use of historical criteria, data suggested a global categorization with five levels of ideas. The most observed patterns are related to notions of bias (historical validity depends on neutrality) or notions of influence of the historical production context). The recognition of validity of different versions as a genuine element of the historical knowledge emerged just among a few university students. Such a tipology matches with the levels of ideas observed among Portuguese children and adolescents in former studies, although the most elaborate levels appear more frequently among the university students.
Historical literacy; Historical Consciousness; Historical Education; Cognition; Teacher education