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The teaching of history is bound to be controversial, since it is essentially moral and political education of young people in societies that are, and have always been, culturally diverse. This article advocates the usefulness of the latest philosophical scepticism (or, if you prefer, the “postmodern” relativism) to reconsider the tasks of the didactics of this discipline and to frame an ideal image of the history teacher capable of transmitting lessons that could be truly relevant for the advance of the democratic community and the education of its future citizens

El profesor como predicador, provocador y ermitaño. Un pre-texto para pensar las tareas de la didáctica de la historia