O ensino de história nas políticas curriculares do Rio Grande do Sul: configurações e intencionalidades

Abstract

The Master’s paper presents a critical analysis about the configurations and intentions of History teaching in the curriculum policies for High School in the state of Rio Grande do Sul, in the contemporary world. The research takes as time frame the curriculum documents produced from the National Curriculum Guidelines for High School (DCNEM- 2012), and beyond this document: the notebooks of Human Sciences of Rio Grande Lessons project and the National Pact for the Strengthener of High School and Regulation of Polytechnic High School. The methodology used for collecting information was the documentary analysis, which involved the analytical treatment of the documentary corpus formed by the curriculum proposals mentioned above, produced at the national and state levels. For the study, reflection and processing of information, Bardin’s proposal about content analysis was considered. The theoretical framework was based on authors who produce critics about the development and implementation of curriculum policies, curriculum, High School, as well as those authors that support and characterize the History teaching over time, their modifications, configurations today and their prospects. The analyses realized were based on theoretical framework chosen and they have emerged the following categories of analysis: interdisciplinarity, reflection and historicity and integral human formation. Interdisciplinarity as a fundamental way of dialogue, starting of social content, revisiting the formal contents to interfere in social relationships and production relationships from the perspective of solidarity, appreciation and human dignity, breaking with the logic of disciplining and the gap between what people intend to teach and the student’s life. Reflection and historicity from a curriculum that proposes to rescue the sense of the school as a place for development and learning, making sense to the real world, concrete, perceived by the students. The contents are organized from the reality experienced by the students and the necessity of understanding this reality, the understanding of the world. And integral human formation, in order to ensure the student’s improvement as human person, including ethics training and development of intellectual autonomy and critical thinking, and recognition and acceptance of diversity and concrete reality of the subjects in the educational process.