A prática da história: a organização da disciplina de História no “chão da sala de aula” com base nas experiências de estágio (2022)

Abstract

The present work approaches the discussions of the teaching of History and for the organization of the subject in the school environment based on the documents and norms that govern the national and local education. The objective of this work is to analyze the teaching approaches for the History curriculum based on the parameters presented in the LDB (1996), PCN's (1998) and DCTMA (2019), aligning with the BNCC document (2017) taking into account perspective of the competences and skills proposed for elementary school in the final years. For a better visualization of these assumptions, the studies discussed here are the result of the supervised internship experience in the final years of elementary school at the São Raimundo Basic Education Unit School in São Luís - MA in the year 2022. The work in question was developed in the perspective of analysis of the documents that regulate national education, with a focus on Ludovic education; the contributions of Arelaro (2005) on the distribution and transfer of administration of fundamental education to the municipalities, helped to understand the central problems when we refer to the educational organization in São Luís. Meanwhile Saviani (2008) and Bittencourt (2008) highlight the school organization from the perspective of forming a critical and active citizen within society. In this sense, the work is organized into three moments that explain in detail the process of organization of the discipline of History within the school system. Firstly, the analyzes are based on what the LDB, PCN's and DCTMA bring and guide on the discipline of History under the logic of this citizenship formation present in capitalist society. Then, the approaches brought by the BNCC contribute to a technical and marketing vision of education, transforming it into a kind of reproducing agent of ideologies and the formation of cheap labor in education. The third and final chapter highlights the internship experiences and how History teaching is seen in practice based on the discussions listed in the previous chapters. We conclude, therefore, that the current educational organization contributes in a certain way to the distance between the layers of society, since public education is increasingly empty of its meaning and private initiatives take advantage of the gaps in the educational system to shape education according to your will.