Education historians and educators with history

Abstract

Starting from the idea that the contributions of education historians do not simply turn to society, but, once published, they are left at the mercy of the attention given to them, which is not produced without the mediation of the specific individuals who take them in their hands, the author of this “critical point” reflects on what a book of History of Education of excellent academic invoice can mean for teachers. To this end, he distinguishes between the teacher's artisan, technical and critical profiles and, consequently, of their training, to extend in the latter, well understood from an autobiographical and autodidactic perspective derived from the complexity involved in understanding the profession as situated between theory and practice and being consistent with it.