Based on the premise that between the prescribed curriculum, the edited curriculum and the curric... more Based on the premise that between the prescribed curriculum, the edited curriculum and the curriculum in action occur approximations and distances whose contours escape any form of prior control, we focus, in this study, on the Base Nacional Comum Curricular (BNCC) [National Common Curriculum Base], the Programa Nacional do Livro e do Material Didático (PNLD) [National Book and Teaching Material Program] and the school contexts in which such curricular policies are carried out. The approach is characterized as bibliographic and documentary research, in which it focuses specifically on the curricular component History in the Final Years of Elementary School. The results allow us to conclude that the homologated version of BNCC has close relations with the historiographical tradition that favors a chronological, linear, quadripartite/tripartite and eurocentric approach. By adopting as one of the basic procedures the identification of events considered important in the history of the west, it impedes access to other strategies of selection and organization of historical knowledge. The PNLD, in turn, seems to assume the role of guardian of the curriculum prescribed at BNCC, ensuring the supply of books and teaching materials that tend to impose on teachers and students a reference matrix decontextualized of the school reality, reducing possibilities for collective constructions in the face of local and regional singularities. However, it is in the curriculum in action, in the daily life of the school, in the practices of its main actors, that lies the impulse of creation, innovation and resistance.
Como ensinar História em uma sala de aula de alunos repetentes com muitos,muitos problemas? Inves... more Como ensinar História em uma sala de aula de alunos repetentes com muitos,muitos problemas? Investigamos como potencializar o processo de ensino eaprendizagem desses alunos. O caminhometodológico pautou-se em ações nas quais os alunos puderam se reconhecercomo sujeitos, reconhecer o outroe se reconhecer no outro. Utilizamostécnicas de filmagem, fotografia, autofotografiae rodas de discussões. O objetivofoi construir um ambiente que propiciasseo desenvolvimento de noçõesde identidade e alteridade. Os resultado salcançados comprovaram em parte nossas hipóteses iniciais, mas também indicaram novas perspectivas e desafios.Este artigo é parte das ações do Projeto Pibid-Pedagogia da UEL, e conta com o apoio financeiro da Capes.
Based on the premise that between the prescribed curriculum, the edited curriculum and the curric... more Based on the premise that between the prescribed curriculum, the edited curriculum and the curriculum in action occur approximations and distances whose contours escape any form of prior control, we focus, in this study, on the Base Nacional Comum Curricular (BNCC) [National Common Curriculum Base], the Programa Nacional do Livro e do Material Didático (PNLD) [National Book and Teaching Material Program] and the school contexts in which such curricular policies are carried out. The approach is characterized as bibliographic and documentary research, in which it focuses specifically on the curricular component History in the Final Years of Elementary School. The results allow us to conclude that the homologated version of BNCC has close relations with the historiographical tradition that favors a chronological, linear, quadripartite/tripartite and eurocentric approach. By adopting as one of the basic procedures the identification of events considered important in the history of the west, it impedes access to other strategies of selection and organization of historical knowledge. The PNLD, in turn, seems to assume the role of guardian of the curriculum prescribed at BNCC, ensuring the supply of books and teaching materials that tend to impose on teachers and students a reference matrix decontextualized of the school reality, reducing possibilities for collective constructions in the face of local and regional singularities. However, it is in the curriculum in action, in the daily life of the school, in the practices of its main actors, that lies the impulse of creation, innovation and resistance.
Como ensinar História em uma sala de aula de alunos repetentes com muitos,muitos problemas? Inves... more Como ensinar História em uma sala de aula de alunos repetentes com muitos,muitos problemas? Investigamos como potencializar o processo de ensino eaprendizagem desses alunos. O caminhometodológico pautou-se em ações nas quais os alunos puderam se reconhecercomo sujeitos, reconhecer o outroe se reconhecer no outro. Utilizamostécnicas de filmagem, fotografia, autofotografiae rodas de discussões. O objetivofoi construir um ambiente que propiciasseo desenvolvimento de noçõesde identidade e alteridade. Os resultado salcançados comprovaram em parte nossas hipóteses iniciais, mas também indicaram novas perspectivas e desafios.Este artigo é parte das ações do Projeto Pibid-Pedagogia da UEL, e conta com o apoio financeiro da Capes.
Uploads