We recuperate events of the history of the institutionalization of the UFPR’s History Course, identifying between 1938 and approximately 1974 two periods and two generations of teachers with their choices and ideological ant theoretical-conceptual alignements. Our purpose is to think about the dilemmas of History courses today, in a politicized society that changes its relationship with the authority of historical scientific knowledge in a time of excess of memory.
history; memory; professional identity; History courses