The historicity of a certain pedagogical phenomenon is conceived as a simulta-neous presentation of its existential past, present and future. A particular importance in the identification of historicity has the notion of temporality, that consists of past, present and future as ecstasies. The notion of reiteration also brings the past into the present by pre-stepping, revoking what has passed. The promotion of the historicity idea in pedagogy is generated by daily demands, including panforming education, integration and pragmatization of education.