Dislocations in time and History learning in the first years of elementary school

This work analyzes the knowledge progression of first grades students towards the complexity of historical thought with an emphasis on dislocations in time. Classroom situations and children's production made us understand their constituted and or/under construction representations of dislocation in time, which, in turn, help us understand the child's historical thinking process within the context of the History taught in school.

Time slight knowledge; History education; Teaching-learning


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