Abstract
This paper presents results of a research which aimed to understand which/ and how meanings are induced, at the present time, by teachers in different curricular contexts. We take for granted that teaching is an action which intends to make knowledge possible to be understood by other people, that is to produce historical, cultural, theoretical and politically situated meaning. Considering curriculum as a "frontier field" in which cultural didactic mediations take place, we articulate theoretical references from the curricular and educational fields with those from historiography to epistemologically analyze knowledge produced in History classes. The methodology relies on observation and registration of classes taught by "remarkable History teachers". In a second moment, narratives selected from these classes were the object of analyzes which aimed to understand the hybrid composition in which historical and cultural references are articulated so that History taught can be understood by the students. The specific aspects of the past brought about in the classes observed from/at the present - the "contemporary of the non-contemporary" dimension - were considered in the analysis based on theoretical references from the present time, as well as possibilities and limits of cultural didactic mediations.
Keywords:
present time; history classes; narrative; curriculum; cultural didactic mediation