Banca de DEFESA: GUSTAVO AIRES DE CASTRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GUSTAVO AIRES DE CASTRO
DATE: 12/04/2024
TIME: 14:30
LOCAL: Sala de Atos / FE 01 - Faculdade Educação - Campus Darcy Ribeiro / Asa Norte
TITLE:

THE TEACHING OF HISTORY IN THE TEXTBOOK – PNLD 2021: CURRICULAR REFLECTIONS ON THE IMPLEMENTATION OF THE NEW HIGH SCHOOL IN THE CITY OF TAGUATINGA-DF FROM THE PERSPECTIVE OF HISTORY TEACHERS

KEY WORDS:

Education, Curriculum, New High School; History Teaching; PNLD.

PAGES: 181
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

The general objective of this dissertation is to analyze how the curricular structure of the contents related to the teaching of History in textbooks, changed by the High School Reform, in the public school system of the Federal District is organized from the perspective of History teachers. We assume that "historical awareness" (Rüssen, 2001), based on the teaching of History, is essential for critical and quality training in basic education. Contradictorily, the Secondary Education Reform, with regard to the organization of textbooks by area of knowledge, supported by the rigid approach of interdisciplinarity and thematic axes, ignites a spark of crisis principle of the "disciplinary code of History" (Cerri, 2019) by pulverizing its contents, in favor of focusing on the development of competencies and skills. Therefore, the central problem that outlines the research is the following question: How is the curricular structuring of the contents related to the teaching of History in textbooks, changed by the High School Reform, organized in the public school system of the Federal District according to the perspective of History teachers? From this perspective, we outline three theoretical axes to address this issue, namely: 1) Reform of High School in Brazil and in the Federal District; 2) History Teaching and High School; and 3) Textbook of Applied Humanities and Social Sciences for the teaching of History. The research consists of a qualitative approach, of an exploratory nature, concentrated in a case study (André, 2008; Yin, 2015). The research setting is a public high school in the administrative region of Taguatinga, Federal District. Our research object is the textbooks of the Modern Plus Collection, in the area of Applied Human and Social Sciences; and as interlocutors, the History teachers and pedagogical coordinator of the selected school. We also have the intermediate coordinator of High School of the Taguatinga regional school and the assistant coordinator of PNLD-DF 2021. The methodological path adopted is inspired by Historical-Dialectical Materialism (Marx, 2017; Netto, 2011) and in the adhesion of Historical-Critical Pedagogy (Saviani, 2021), especially from the perspective of critical theory of curriculum and education. The research methodology unfolded through the following procedures: bibliographic research (Gil, 2022) to understand how History was constituted as a discipline and transformed over time; and the historical context of the creation and course of High School in Brazilian education. On documentary research (Silva; Borges, 2020; Pimentel, 2001), we analyzed the textbooks of the Modern Plus Collection and the educational documents guiding the theme. There was a semi-structured interview and questionnaires were applied to the interlocutors. We used content analysis (Bardin, 2016) to apprehend the communications of the interlocutors' responses. As a technical product, we propose an improvement course regarding the selection criteria for History textbooks, which has History teachers as its target audience. We anticipate that the investigative research found that the reduction of basic general education from 2,400 hours to up to 1,800 hours, imposed by the High School Reform, through Law 13,415/2017, triggered consequences for the entire curricular structure, specifically the PNLD 2021 textbooks. The dilution of the curricular components in favor of the thematic axes caused the historical contents to be simplified to the detriment of the valorization of competencies and skills from the perspective of interdisciplinarity. We preliminarily conclude, based on this result, that teachers need to go beyond what is provided in textbooks to provide high-quality scientific knowledge produced by humanity, as toned in Historical-Critical Pedagogy, according to Saviani (2021).

COMMITTEE MEMBERS:
Presidente - 3056419 - FRANCISCO THIAGO SILVA
Interna - 2000468 - LILIANE CAMPOS MACHADO
Externa à Instituição - CLAUDIA PINHEIRO NASCIMENTO SILVA - UNIPROJEÇÃO
Externa à Instituição - VIVIANE MACHADO CAMINHA - ESD