Education, Public History and civil society.

Intersections between educative sciences and new historical methodologies

Abstract

The article aims at exploring, both on theoretical and practical level, the possible connections between Public History, Public History of Education and History of Education. More specifically, the paper, grounding on Hans Georg Garamond’s thought, is going to show that Public History and Public History of Education can be a meaningful methodology for coping with neoliberalism and individualism. The report of a project carried in a Tuscan high school is going to demonstrate such an assumption.