Entre a tradição e a inovação : configurações curriculares do ensino de história em escolas públicas do ensino fundamental no município de Feira de Santana-BA (1994 - 1999)

Abstract

This work represents a search on the settings of the Teaching of History curriculum in public schools Municipal Education network in the city of Feira de Santana - 5th to 8th grades - between 1994 and 1999. Aims to identify and analyze continuities and innovations in the conceptual contents in this moment of historical redefinition and redirection of the discipline in elementary school, trying to understand how history teachers theoretical and methodological selection and organization of the curriculum in the classroom Reflections were forwarded from the intersection of theoretical discussions on characteristics of traditional school history with data and evidence collected from the textbooks used by teachers of the discipline in the space / time into focus, interviews with teachers of history and daily class. The analysis of the survey fall within the field of History of Education, particularly in studies on the History of History Teaching and is the theoretical framework of Critical Theory Curriculum. Departed from the idea that teachers build different configurations curriculum within the classroom routine. It was found that, from conception of its own and private teachers are important degree of autonomy in shaping the curriculum to be in the classroom, more directly limited by their training, skills and working conditions immediately. In this building the initial training / university and textbooks were the greatest sources of interference in its theoretical and methodological foundations, while the absence of continued education has produced a lack of clarity about the relevance of the reasoning that they adopted. In a situation prevailing conceptual contents of contiguity between the "traditional" and "innovative" in dealing with historical subjects, with the timeline and the concept of time, with an increase in the dimensions of human experience. In between, it seems that the continuation of the tradition of a fragmented history had greater weight. Thus, it appears that the pendulum between tradition and innovation in conceptual content favors the construction of different curricular settings that are modeled by teachers. The need for direct investments in improving working conditions and training for teachers so that they address their experiences is a means of continued focus on quality education.