Books and Reading:a Dialogic Relationship in the Teaching of History

Abstract

The intention of the present article is to carry out a reflexive analysis from the perspective of the New Cultural History, specifically on the evolution that has had the materiality or the support of the book and of how it has reverberated in the transformations that the reading has experienced as cultural practice, affecting directly our pupils and colla-terally our our teaching. In this sense, it is important that as teachers of the matter of History, we teach to “read” historical texts to the pupils, in order to resigndy the sense of the education of our discipline.