From the last 20th century decades on, especially with the crisis of Marxism, New History has become hegemonic in the field of the history of education. The study objects then began to privilege the history of mentalities, everyday life, women, micro-educational events, etc.. Much of the academic production in this area was transformed into a "History in crumbs" directly linked to a historiographic conception that has renounced to the concern over the movements explaining society and restrained to unique, singular properties inherent in each educational phenomenon studied. Moreover, education historians who have subscribed to this conception address the broader historical context of capitalist society as a given datum of Brazilian educational reality, which, therefore, needs not be investigated from the point of view of historical contingencies that affect the daily practices of teaching.
History; Marxist epistemology; Educational research