Abstract

School daily routine discloses a mass education, mainly expositive and, sometimes, with a fasten treatment of the programmatic contents. It is an education that aims the know-ledge acquisition instead of the promotion of attitudes/values and the competence development. So, it is important to question the History teaching at the conceptions levei, its curricula options and its pedagogical attitudes. Therefore, the text starts by showing the disparity - at the pedagogical and curricular mainframe levei - between the education speech contained in the official documents and directives, and the dominant attitudes in the classroom; then, the author suggests a number of propositions and methodological approaches in order to achieve a significant operationalization of the teaching-learning process in the active methodologies perspective