ABSTRACT
The process of decision-making leading to what to teach in or how to teach history seems to imply a diagnosis of the way historical knowledge develops in relation to teaching and learning.
In the research carried out among teachers, one of the objectives was to find out what history teachers think is most convenient for improving students’ learning of history. Data for analysis were obtained by giving a questionnaire to 119 history teachers (out of 573 teachers in high school), with teaching experience between 1 and 30 years in public and private (including religious) schools in the municipality of Recife. The results of this study are part of a broader research in which other matters, such as the comprehension of the level of importance the history teacher attributes to mastery of historical knowledge, are investigated.
