Recognizing the epistemological specificity of the different spheres of the problematization of knowledge, as well as the indissociability of these spheres, this paper aims to discuss the analytical potential of 'narrative' as a category to reflect on the production, distribution and consumption of historical knowledge. Starting with the idea that the specific can only be considered in terms of the general, this text argues that the scientificness of history has to be acknowledged as a common element which allows the history/object of research and history/object of teaching to be considered in their particularities. Through a dialogue with Paul Ricoeur, this paper focuses on the understanding of narrative as an unavoidable temporal structure in reflection on the epistemological and axiological nature of this knowledge, thus bringing together the dialogue between the Theory of History and the Didactics of History.
historical science; school knowledge; narrative structure