Didactic manuals of history: understanding their specificities.

This paper presents the results of the researchwhich analyzed didactic manuals of History produced in Brazil, between 1997 and 2013. It describes the structure of seven books that are defined as didactic manuals or guides for history teachers practices. The existence of these manuals sets the framework of the disciplinary code of history and of history didactics. In the analysis, we accept the assumption that history didactics is the "science of historic learning" and it can be directed to three tasks: the empirical task; the reflective task; and the normative task. The results indicate that the authors intend to have a dialogue with teachers of teacher education courses, with teachers who are studying to be teachers, and with teachers who work in schools and need support to organize their classes. The didactic manuals are structured to give this support