Résumés
Abstract
The present plays an important part in history education, in particular in efforts to make the study of the past relevant for today. This contribution examines how the relationship between past and present is dealt with in current Flemish secondary history education by analyzing 190 written history exams for the 11th and 12th grade. Ten percent of the questions address the present in an autonomous way and 8% relate past and present to each other. A more fine-grained analysis of the present-related questions reveals a variety of ways to integrate the present in history education, including the study of recent interpretations of the past.
Résumé
Le présent joue un rôle important dans l’enseignement de l’histoire, dont celui de rendre pertinente l’étude du passé dans le contexte contemporain. Cette contribution explore de quelle manière l’enseignement de l’histoire, tel que prodigué au sein des écoles secondaires flamandes, traite les relations entre le passé et le présent. Pour ce faire, les auteurs ont analysé 190 examens écrits en histoire, complétés par des élèves de 11e et 12e année. 10 % des questions abordent le présent de façon autonome, alors que 8 % font un lien entre le passé et le présent. Une analyse plus poussée des questions traitant du présent dévoile une variété de pistes pour intégrer le présent dans l’enseignement de l’histoire, incluant l’étude des interprétations récentes du passé.
Parties annexes
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