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Researching and teaching history are endeavors that, once articulated, tend to reinforce each other. This is the assumption behind this collection of studies, developed around extremely varied and diverse, broad and complex themes and problems. On purpose, the focus of the chapters alternates between teaching and historiographical research and debate. In doing so, the aim is not to present ready-made formulas, but to provide reflections, propositions and, in the best sense of the word, provocations.