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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2007.tde-19042007-155633
Document
Author
Full name
Eduardo Augusto Guimaraes
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2007
Supervisor
Committee
Mate, Cecilia Hanna (President)
Aquino, Maria Aparecida de
Fischmann, Roseli
Title in Portuguese
O lugar da experiência nos currículos de História (1975-1998).
Keywords in Portuguese
Currículos escolares
Ensino de História.
Estudos pós-críticos
Abstract in Portuguese
Apoiando-se nos estudos pós-críticos do currículo, este trabalho se propõe a analisar, numa perspectiva histórica, os três últimos currículos de História paulistas (Guia Curricular para o Ensino de 1º grau de 1975, a Proposta Curricular para o Ensino de História de 1º grau de 1986, a Proposta Curricular de História para o 1º grau de 1992), além do PCN de História de 1998. A leitura da bibliografia referente ao tema nos mostrou que a maior parte dos estudos que se dedicaram aos currículos em questão partia de ferramentas conceituais próximas dos estudos críticos do currículo, enfatizando questões como a relação entre o currículo e o poder estatal, a importância da autoria do currículo para sua própria definição, entre outras. Essas questões foram problematizadas e os limites de algumas delas, apontados. Em segundo lugar, procedeuse à análise da trajetória histórica daqueles documentos curriculares a partir de outros instrumentos de análise, como a relação entre poder e discurso, a regionalização do poder, a produção de subjetividades, entre outros. Percebemos que, se a noção de experiência do aluno é um fator importantíssimo na Proposta de 1986, elemento de radicalidade contra o Guia de 1975 - o qual estava marcado pela sua excessiva fragmentação -, mais adiante esse mesmo conceito foi reapropriado nas Propostas de 1992 e no PCN de 1998, mas já sob um outro significado. Ou seja: aquilo que serviu como instrumento de um contrapoder ao Guia de 75 pela Proposta de 86 foi, logo depois, transformado e acomodado nos documentos curriculares da Proposta de 92 e no PCN de 98. Outro ponto importante foi a entrada do discurso acadêmico no corpo do texto curricular da Proposta de 86, fato esse que veio se mantendo até o PCN de 98. Dessa forma, tanto a incorporação do discurso acadêmico quanto o termo experiência discente são expressões que entraram no discurso curricular desde a Proposta de 86 e que se mantiveram - apesar das modificações operadas em torno do conceito de experiência.
Title in English
The role played by experience in history curricula (1975-1998)
Keywords in English
History teaching.
post-critic studies
school curricula
Abstract in English
Based on post-critic curriculum studies, this dissertation aims to analyse - after the historical approach - the three last history curricula from São Paulo (Curricular Teaching Guidebook for the Primary and Secondary School -,1975, Curricular Proposal for History Teaching for the Primary and Secondary School - 1986 and Curricular Proposal for History Teaching for the Primary and Secondary School - 1992) and the 1998 PCN (National Curricular Parameters) of History. The reading on the literature in this specific field has shown that most of the studies related to the curricula above had their starts from conceptual tools close to critic curriculum studies, emphasising aspects such as the relationship between curriculum and state power, the importance of curriculum authorship to its own definition, among others. Those aspects were firstly debated and some of them had their limits outlined. Secondly, analyses of the historical courses of those documents were made, based on analytical tools such as the relation between power and discourse, power fragmentation, the production of subjectivities, and so on. It has been perceived that despite the fact that the notion of the students' experience is an extremely important factor in the Proposal of 86 - radically opposed to the Guidebook of 75, which is characterised by its excessive fragmentation. Later, the same concept was re-appropriated in the Proposal of 92 and the PCN of 98, but having other meaning. In other words, what had once been used as a counter-power instrument towards the Guidebook of 75 and the Proposal of 86, was transformed and incorporated into the Proposal of 92 and the PCN of 98. Another important aspect was the addition of the academic discourse to the text of the Proposal of 86, which remained until the PCN of 98. That being so, not only the incorporation of the academic discourse but also the term student experience have been present in the curricular discourse since the Proposal of 86, in spite of the changes made around the term experience.
 
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Publishing Date
2007-04-25
 
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