Teaching the historical landscape. Delineating epistemological background

  • Loredana Perla
  • Antonio Brusa
  • Viviana Vinci


Which story should we teach? Why should we teach it? Which devices should we use? How should we evaluate the geostoric competence? These questions have been answered by a three-year research with a collaborative status, “History and school: sense and methods of teaching”, which has identified its formal object of study in the teaching of history, analyzed through a epistemological
work between general teaching and historical knowledge.
The research carried out a three-part protocol – including the teacher, the historian, the didactic researcher – and involved 50 geostoria teachers in a network of 12 comprehensive and technical schools in Bari and its province. In this paper, we return the formalization of one of the emerging tools: the historical landscape and the mediators that have allowed the transposition of its conceptual correlates into a playful format.