DIDACTIC AND STRUCTURAL BARRIERS IN TEACHING HISTORY TO MIDDLE SCHOOL STUDENTS

Abstract

The teaching of History in the final years of elementary education faces several challenges that hinder meaningful student learning. Among the main difficulties are the lack of interest and motivation, often linked to the perception that the subject is limited to memorizing dates, facts, and characters disconnected from students’ everyday lives. Many contents are viewed as distant from their social context, which reduces their relevance and complicates understanding. This disconnection contributes to low engagement in discussions, interpretative activities, and critical analyses—skills essential for developing historical thinking. In this context, it becomes necessary to rethink pedagogical practices by implementing methodologies that connect past and present, value students’ experiences, and promote learner protagonism throughout the educational process.