TEACHING HOLOCAUST HISTORY: NEW PROBLEMS, METHODS AND APPROACHES

This article aims to present a brief ballast about how the Teaching of the Holocaust was and has been perceived in some countries and what instruments support this teaching contributing to the way the phenomenon is perceived by teachers and students. From bibliographic research the text presents some resources used by formal and non-formal education institutions to contribute to the teaching of the theme being more cohesive avoiding conceptual controversies and, thus, establishing a deeper dialogue with society, favoring a teaching that is also connected with Human Rights Education. Researchers of the theme and Coordinators of institutions that promote the teaching of the history of the Holocaust, discuss the advances and crises in this teaching, pointing out some aspects that can be, to a greater or lesser degree, impulse factors and/or containment of a coherent teaching on the subject. The transformations that this teaching has undergone over time and the various approaches that permeate it directly impact on the critical and analytical form as researchers, student teachers and society in general understand the phenomenon and relate it to the historiography of the present time making its teaching a vast field of challenges. At the end of this investigation, it is possible to conclude that the aspects presented here and involving this living social theme make its teaching sometimes more difficult and complex than enlightening.