O lugar da experiência nos currículos de História (1975-1998). / The role played by experience in history curricula (1975-1998)

AUTOR(ES)

Eduardo Augusto Guimaraes

DATA DE PUBLICAÇÃO

2007

RESUMO

Based on post-critic curriculum studies, this dissertation aims to analyse - after the historical approach - the three last history curricula from São Paulo (Curricular Teaching Guidebook for the Primary and Secondary School -,1975, Curricular Proposal for History Teaching for the Primary and Secondary School - 1986 and Curricular Proposal for History Teaching for the Primary and Secondary School - 1992) and the 1998 PCN (National Curricular Parameters) of History. The reading on the literature in this specific field has shown that most of the studies related to the curricula above had their starts from conceptual tools close to critic curriculum studies, emphasising aspects such as the relationship between curriculum and state power, the importance of curriculum authorship to its own definition, among others. Those aspects were firstly debated and some of them had their limits outlined. Secondly, analyses of the historical courses of those documents were made, based on analytical tools such as the relation between power and discourse, power fragmentation, the production of subjectivities, and so on. It has been perceived that despite the fact that the notion of the studentsexperience is an extremely important factor in the Proposal of 86 - radically opposed to the Guidebook of 75, which is characterised by its excessive fragmentation. Later, the same concept was re-appropriated in the Proposal of 92 and the PCN of 98, but having other meaning. In other words, what had once been used as a counter-power instrument towards the Guidebook of 75 and the Proposal of 86, was transformed and incorporated into the Proposal of 92 and the PCN of 98. Another important aspect was the addition of the academic discourse to the text of the Proposal of 86, which remained until the PCN of 98. That being so, not only the incorporation of the academic discourse but also the term student experience have been present in the curricular discourse since the Proposal of 86, in spite of the changes made around the term experience.

ASSUNTO(S)

ensino de história. currículos escolares school curricula history teaching. estudos pós-críticos post-critic studies

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