Why do (not) students learn history? Reflections about teaching, learning and the history teacher education

To teach history, to learn history and to educate qualified professionals who will work at elementary, junior and high school (basic education in Brazil) have been worrying professors and researchers for decades. This article questions such aspects, focusing the importance of the teacher education, and so it investigates his/her own practice in the school contexts, and reflects on a professional who concerns about his/her pupils' cognitive processes as an element of contribution for the history teaching and learning qualification.

History; Teaching; Learning