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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]

A central element in Michel Foucault' s thought is the complex relationship between history and politics. On earlier works as The Archeology of knowledge Foucault highlights the "espistemologicall mutation" which allowed a practice of histografy close to scansions and discontinuities. This practice or historical perspective shocked up the the Philosophy of History on which traditional History stands. Thus, usual notions inside this field such as continuity, regularity, totality and subject' s sovereingty are inquired and reformulated along with an important political factor: the idea of "becoming aware" set as a condition of revolution. On his late works Foucault focus on the analysis of self-construction and the breakthrough of subjectification process. The practice of liberty and creation of autonomy opposite the forms of domination -drawn by disciplinary and security societies- led the french thinker to retrieve the "attitude" (éthos) of Enlightenment' s philosophy. This movement implies the introduction of modern components (freedom, autonomy) and, as a consequence, the actualization of a kind of subject conception familiar in somehow to the one was critized in the works of his first and second periods. This paper will try to answer the followings questions: a) In which way the late research of Foucault doesn´t impliy a turn to the sovereignty of subject and, as a result, to Philosophy of History? b) How can be comprehend the breakthrough subjectification process if is not throughout "becoming aware"?; and c) Which status has the knowledge of history in the context of this issue? [ABSTRACT FROM AUTHOR]