This work is the result of teaching practice, I've been on in teaching - Training (Ce.R.P. East) and the Faculty of Humanities-in the course of Medieval History. Some years ago; It calls me an intense reflection on the content they teach, how I do, the chosen sequences, responses obtained in our students and the time available. The medieval world, has great potential for development for teachers and students as future graduates. It is offering historical knowledge, as a search, a solution of problems, rather than as a set of solutions and stable knowledge and exterior. La given from the Middle Ages, is a great opportunity to discuss the problems of this and that They make the theory of history. The Middle Ages gives rise to a different historiographical practice, the sources used for decoding languages, which makes the necessary incorporation of new learning. Students usually have certain patterns of thought, where the Middle Ages appears as a stagnant period without development. To learn more precisely what are these schemes, which ideas are the most "shared" which characters recall; It was carried out a study that could approach the students' ideas at the time we started the course from the creation of a questionnaire. In this instance, we select the analysis of some of the results of the applied instrument, to know the world of students from the perspective that request them. Have a "corpus" of empirical data has allowed us to new insights that have opened changes in teaching practice. Teaching and research understood from a shared place, leads to an academic alliance between history and the creative teaching of new knowledge.
