This paper presents how the concept of the historian-teacher has been shaped by multiple perceptions of the history teacher as a subject, moving from a position of prominence and prestige to that of a precarious
professional category. Developed by Matos and Senna (2011) and further explored by Divardim (2020), the concept emphasizes the teacher’s role as a reflective agent who constructs meanings about the past and fosters interaction with the present and visions of the future alongside students. We aim to trace the historical trajectory of the teaching profession in Brazil, from its prestige in the 19th century to the loss of autonomy during authoritarian regimes. The redemocratization of the 1980s fostered new
pedagogical approaches, such as the teacher-researcher model, which were strengthened by the 1996 National Education Guidelines and Framework Law (LDB) and
the consolidation of History Teaching as a research field.
