Learning history through contemporaneity. A case study in compulsory secondary education

This article presents some of the results, with special attention given to the quantitative results, obtained from research into the teaching and learning of contemporaneity developed in the doctoral thesis: “Teaching history from Contemporaneity: A case study on the construction and application of the concept of contemporaneity in Secondary Education”. These results demonstrate the need for continuous and properly sequenced application of the various temporal operators in the teaching and learning of history, but especially highlighted the efficiency of working with contemporaneity to acquire a more comprehensive, functional and competent. A knowledge that, based on the understanding and application of contemporaneity, not only enhances training in temporality, but also contributes decisively in the construction of historical consciousness and critical thinking of boys and girls.