| Summary: | A few decades ago the proliferation of historical research from the perspective of gender, class, ethnicity, age, among other social conditions and later the intersection of these categories increased the possibilities of interpretation and writing of the past. This article aim’s discuss the possibilities and challenges present in historical education as a field for understanding and debating the historical processes that underlie the condition of these categories in the present and in the daily lives of students. The use of the pluralization of pasts, historical’s narratives and understandings that unveil identities, representations and impositions of the present, as historical constructions, are part of the realization of a historical education focused on full citizenship. In this sense, we defend in this text gender and intersectionality as fundamental operators for the development of historical consciousness.
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