Geostoria: alle origini di un concetto didattico

This article aims at investigating the origins of the concept of geo-history, to insert it into the broader framework of the didactic changes within which school teachers operate, in a new scenario, in which they themselves have to integrate two disciplinary approaches that normally are addressed separately in the academic field. By whom was this concept formulated first, with what assumptions, according to what disciplinary or even existential perspectives? Answering these questions, considering the historical situation in which Fernand Braudel outlined the essential features of this interdisciplinary approach of study, will provide useful elements to be reported in the classrooms, both relating to the methods of interfacing with the study and teaching of this subject and, moreover, for the construction of a critical conscience and active citizenship.