This article presents an integrative review of studies on History teacher education, analyzing publications from the Journal História Hoje. It is assumed that the teaching of History often relies on practices that contribute to the marginalization of non-hegemonic forms of knowledge. Articles from the “Avulsos”, “Dossiês”, “Falando de História hoje”, and “História Hoje na sala de aula” sections were examined. The analysis revealed the main themes, theories, and methodologies addressed in the studies. A considerable distance was observed between research and pedagogical practice, and between the fields of History and Edu
cation. This separation perpetuates a factual approach to History teaching, focused on memorization and traditional expository methods, thereby excluding marginalized historical subjects from school narratives and hindering students’ connection with their own realities.
