Empowerment in historical experiences for the formation of historical thought

Abstract

The article presented considers the theoretical-methodological insufficiencies in the formation of historical meanings that limit the mode of action of the history teacher in the fulfillment of the teaching-methodological, educational and research-improvement functions. Reveals the essential relationships between the formation of historical thought inherent to the historical senses. The methodology used is qualitative-quantitative, theoretical, empirical and mathematical methods were used that allowed us to verify the feasibility and relevance of the proposal.