Mudanças na concepção de narrativa na história acadêmica e didática

Abstract

This article aims to analyze, from a bibliographic survey, the changes in the idea of narrative, within the scope of the three generations of the Annales School. It is organized into four parts, including final considerations and references. In the first part, we discuss how the narrative was understood by the first and second generation of the Annales. In the second part, we analyze the conception of narrative adopted by the third generation and in the third part, the limits of the conception of narrative produced by the School are presented. In the fourth part, the notion of narrative discourse and narrative thinking is presented as possibilities for expanding the understanding of narrative and its relations with the writing of history nowadays. It is concluded that the Annales' criticisms of the narrative were not directed only to one type of History, but also to the narrative type as inadequate to the written representation of academic history. However, this understanding of narrative is simplistic, since the narrative is not limited to a textual type that presents a succession of events, but that in addition to allowing articulations between various temporalities, it is a complex way of thinking that allows to give meaning and meaning to the lived.