2024-08-092024-08-092021SADDI, Rafael. O conceito de emancipação durante a mudança paradigmática da didática da história alemã. Territórios e Fronteiras, Cuiabá, v. 14, n. 2, p. 124-149, 2021. DOI: 10.22228/rtf.v14i2.1164. Disponível em: https://periodicoscientificos.ufmt.br/territoriosefronteiras/index.php/v03n02/issue/view/32. Acesso em: 5 ago. 2024.1984-9036http://repositorio.bc.ufg.br//handle/ri/25269From the 1970s, during the so-called “paradigm shift in German didactics of history”, the concept of emancipation emerged as a fundamental idea of the new didactics of history in West German. Several authors from this period, such as Annette Kuhn, Bergmann, Pandel, Süssmuth, Jung, Staehr, Rüsen understood that the didactics of history was related to this idea of Enlightenment tradition. For some of them, emancipation was the central objective of the didactics of history. With the concept of historical consciousness, the teaching of history in West Germany gained clarity about the specificity of the formation produced by the teaching of history. The concept of emancipation made it possible to connect this peculiar formation with a general formation, linking history not only with the other disciplines of the human sciences, but also with the processes of transformation of social reality, without thereby losing the peculiarity of historical learning.porAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Aprendizagem históricaDidática da história alemãEmancipaçãoHistorical learningGerman didactics of historyEmancipationArtigo10.22228/rtf.v14i2.1164