The article analyzes teaching History with
the help of a fictional story created for
that purpose, told from the teacher’s
point of view. In this first person account
I explore the theoretical layers and personal
decisions and wonder, what are the
convictions at stake? What are the fears?
Which decisions are relevant? And above
all, what is the place of writing in all this
situation? Planning a History class is a
seemingly solitary task, but in my practice
it is woven with the input from many others:
authors, colleagues, students. The exposition
zeroes on the moment of teaching
and the considerations bringing us
closer to the story, in its role as a mediating
tool, to teaching History and giving
meaning to this analytical writing framed
in narrativism.
