Critical thinking and the national history of Quebec-Canada among future high school teachers
Learning one’s history through discussion is a privileged way. In the context of university training for future teachers from the B.Ed. Secondary, how can critical thinking be developed among students aged 14 to 16 in the history of Quebec and Canada? How can the foundations of this history, added to the disciplinary grounds and the didactic possibilities be fueled or even feed the development of critical thinking? Moreover, history is a hermeneutical discipline. Now, those who question the past do so from their inscription in the present. Thus, to which interpretative tradition does our teaching of history refer?