Abstract: After drawing attention to the fact that the teaching of history in the initial levels of compulsory education is under threat, the author reviews the principal elements of Piaget’s paradigm and describes the negative repercussions resulting from the sui generis adaptation of his ideas. The author thus highlights the negative extrapolations caused by: a) giving too much importance to external, manipulative and exploratory activities, to the detriment of expository teaching; b) placing too much emphasis on the fact that students should discover ideas for themselves; c) placing too much value on the principle that learning must be related to a specific and tangible reality (always moving “from the new to the far” or “from the known to the unknown”); d) depending too heavily on the theory of stages; that is, an infant’s ability to understand the content of a discipline depends exclusively on their level of cognitive development
Repositori URV