Multiperspectivity in the national History A exams (Portugal | 2018-2024): a critical analysis

Abstract

This study analyzes the presence and operationalization of multiperspectivity in the national History A exams in Portugal, applied between 2018 and 2024, across both phases. Using a qualitative approach, the study examines the questions that explicitly require the comparison of contrasting perspectives, assessing the level of cognitive complexity demanded in student responses. The findings indicate that, although multiperspectivity is a consistent feature of the exams, the depth of engagement varies significantly, ranging from simple tasks focused on identifying differences (the majority) to more demanding exercises requiring critical analysis and historical contextualization. It is concluded that, despite its regular inclusion, there is still room to enhance the critical use of multiperspectivity in exams, to foster more reflective and complex historical thinking