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This paper deals with the social representations of teachers who teach history in middle school in the city of Rosario, centering on their teaching practice, their concepts about the discipline they teach, its methodological and cognitive aspects. This allows us to identify stereotypes, beliefs and values that steer the development of their practices. This makes possible its problematization and a critical reflection about the possibility of improving them. The same investigation instrument -the narrative interview- constitutes, at the same time, the first device of intervention: it makes possible an intersubjective encounter in which the subject's career as a teacher is reconstructed. This proposal inaugurates a space that is open to a reflexive thinking, allowing a contextualized understanding of the decisions made in the approach to the practice of teaching history, its limits and possibilities in the middle level of education. It's a preliminary presentation of the final report, following the codifying of the instruments; and it's a first analytical and interpretative approach to the results. [ABSTRACT FROM AUTHOR]