Aprender, pensar e viver História: Contribuições e questionamentos a partir de um estudo com professores e estudantes brasileiros e paraguaios

This article is based on three basic assumptions: 1. Teaching history, is dealing with knowledge that relate to life in society; 2. history teachers are subject participants of society, so their lives are affected by stories they learn and teach, or try to teach; 3. Historical learn is not a single isolated act, it can not be divorced from life in society, and is not limited to methodological and conceptual procedures restricted to the classroom. From these assumptions, it presents a discussion on the relationship between the historical learn, qualified on the fundamentals of historical thought, the guiding role of history in life and the concept of historical formation, from the way these issues are presented on the studies of Historical Education and Didactic of History. And reports a study with teachers and students, of degree in history, Brazilians and Paraguayans, from the concepts of objectivity and multiperspective, based on differing interpretations of a specific historical content, the Triple Alliance War. The results of this study allow us to draw reflections on relevant concepts to discuss the teach of history today: historical culture, "burdening history", identity and historical objectivity