This article runs between two fields of
knowledge: cultural studies that have placed
the actions of the subjects as the engine of
change in school cultures and ethnography
as a privileged approach that allows access
to teaching practices, aspects of particular
relevance to understand the courtly daily
life, beyond what is imposed or documented.
From that perspective, the research path
carried out on the teaching practices in the
History classrooms of the secondary level is
recovered, in order to highlight the contributions
that the ethnographic perspective
can provide to the construction of knowledge
in the Didactics of History. In addition,
it seeks to reflect on the methodological
dimensions and the theoretical positions
that dialogue in the construction of knowledge
with a border character and a field of
research to which different disciplines and
approaches contribute.
