Teaching of History: argumentation and the construction of meaning

The aim of this article is to discuss the construction of meaning through argumentation in the teaching of History. The field research was carried out in a municipal school in Niterói – RJ. The research included 30 hours of recordings of History classes of a group of the 4th cycle of Elementary Education (also called 8th year of Elementary Education). The data analysis articulated the theoretical elements related to curriculum, language and culture. It can be pointed out a possibility of theoretical approximation of these three fields of knowledge relating them to the concrete space of the History class. The challenge is to create a dialogue among the theories from the curriculum, language and culture fields, aiming to understand the construction of meaning in the teaching of History by means of argumentation.