Educação histórica e competências gerais: uma análise crítica do referencial curricular gaúcho no ensino médio público

Abstract

This research presents a critical analysis of the Referencial Curricular Gaúcho (RCG) for public high schools in Rio Grande do Sul, focusing on the History curriculum. Grounded in the field of Historical Education, the study investigates how the state curriculum, aligned with the National Common Curricular Base (BNCC) and recent educational reforms, reflects a fragmented and market-oriented rationale that empties the formative role of History and reduces its critical and emancipatory potential. The study employs a qualitative approach through critical document analysis of the RCG and theoretical dialogue with authors such as Jacques Le Goff, who problematizes the intentionality of historical documents, and Ramon de Oliveira, who denounces the half-truths supporting the High School Reform. The findings indicate that the RCG, under the discourse of innovation, reinforces a logic of adapting students to market demands, fragmenting historical knowledge into skills and competencies while distancing itself from the critical and civic formation proposed by Historical Education. It concludes that the curriculum, by marginalizing History and silencing the popular youth of public schools, expresses a societal project that prioritizes the formation of functional and depoliticized individuals rather than historical and critical subjects.