In this book, concepts that, despite their scientific content, are increasingly permeating civil society and public discourse are paraded, as they relate to the way people articulate their relationship with the historical past and historical memory, especially the traumatic one. Nevertheless, their primary use concerns institutional historical learning at all levels of the educational system, but also informal learning, which refers to all sources of historical meaning production (family, social environment, museum, internet, cinema, etc.). These concepts have their birthplace in an interdisciplinary field formed at the intersections of the epistemology of history, the didactics of history, public history, memory studies, and historical trauma. However, this does not mean, especially when it comes to the school environment, that they do not form a dense network of relationships with cognitive psychology, pedagogical theory, the sociology of education, and critical intercultural approaches.

The book is addressed not only to the active educator who teaches history, as it provides them with the means to modernize and reorganize their knowledge, conceptual arsenal, and teaching practices, but also to all professionals involved in the field of culture, especially those involved in the production and dissemination of historical messages in the field of public history (museologists and museum educators, educational program designers and creators of digital historical culture products, specialized filmmakers, and many others). It also concerns students of History Departments and Pedagogical Schools, the future educators, because what is included in its pages contributes to the formation and defense of a professional self-image that does not see them in the conventional position of a transmission belt, but in that of a critical intellectual who organizes, transforms, and individualizes the learning process with responsibility.