Progressão da aprendizagem do conhecimento histórico nos currículos prescritos de Social Studies dos Estados Unidos da América (1995-2012)

Abstract

This dissertation approachs Social Studies states prescribed curriculum at United States of America, produced between 1995 and 2012 - specifically in regard to the learning progression of history. Using the concepts of "school subject‖ (Chervel), "curriculum" (Silva; Apple) and content analysis tools as Microsoft Office Access software, this dissertation analyzes public documents captured at the departments of education of the 50 states of US, which indicate what should be taught in terms of historical knowledge, skills and values. By the chapter I, I describe the decentralized USA education system and its impact on history education. By the chapter II, I indicate the relations between teaching history and Social Studies, as well as the nature of this school subject and the importance conferred to the historical knowledge in these curricula. By the last chapter, I describe how history learning expectations are organized, and I also discuss the learning progressions principles that conduct their careful organization. Finally, this research indicates that historical knowledge is the integration core of Social Studies curricula, and supports the relation between the study of history and the ability of decision-making and self-government. Furthermore, history contents are organized mainly according to the learning progression model known as "expanding horizons", called "círculos concêntricos" (―concentric circles‖) in Brazil.