Without “Chronos”, without “Kairos”. Historical time in exams of 1st and 2nd of Secondary Education

This paper shows the analysis from historical time in 1128 questions of 122 exams of 1st and 2nd year of Secondary Education. Debates on historical disciplines and social sciences education have deepened the many dimensions of historical time: from the classical tradition which divided the concept in chronos and kairos, to the contributions of Braudel on short, medium and long time. Besides chronology, simultaneous and linearity, in the teaching of history other important elements such as change and continuity, causes and consequences is essential. The results of this analysis show the hegemony of memorizing of concepts and specific events of the past and a low presence of the temporal dimensions.