This paper deals with an underlying problem in the Brazilian school system which affects the teaching and learning of history - students' illiteracy. As this subject is based on written texts, history teachers' expectations of their students' literacy levels will directly impact on their choice of texts and the history they teach in the classroom. The paper presents an analysis based on language studies and written history in an effort to raise the problem of illiteracy in Brazil and to contribute to its discussion in other areas. Finally, some alternatives for the teaching of history in primary schools are presented.
history teaching; literacy; writing
