ABSTRACT
In 2011, the German historian Bodo von Borries wrote that “coping with burdening history” suggests some initial definitions for what he called “burdening history” or a tense, heavy or difficult history. For him, learning this kind of historical knowledge has to take into consideration some fundamental pedagogical assumptions, including that new historical insights need to be related to existing insights, emotions and historical knowledge need to be connected, and historical inquiry needs to be relevant to life. Little or nothing has been produced in the field of history education in relation to controversy that has marked Brazilian history. Research on the teaching and learning of difficult histories can not only promote broader and deeper historical understandings. It also can also enhance young people’s civic identities as they learn to understand, reflect and act on the complexities of today’s increasingly interdependent world.
