The National Curricular Parameters and the process of constitution of didactics of history for the initial years.

Abstract

Teaching History in the initial years is a field of research that, despite having presented quantitativ e and qualitative growth in recent years, needs special attention from the researchers and teachers of the initial years for the way it has been approached by the state organisms. In the course of the formation of Didactics of History in the initial years,several conceptions of teaching and learning of History guided the debates on the theme, giving these didactics a specific epistemological character. Concerned to investigate the processes of construction of historical knowledge, using the specific epistemology of History, the line of research Historical Education, presents today a possibility of thinking the Didactics of History from the science of reference. However, considering the above, the present study sought, in its theoretical construct, to explain the relations between the pedagogic sciences and the History Science itself in the constitution of a didactic specific of History for the initial years. Given this specificity the present study had an empirical investigation that, based on the methodological approach called Content Analysis, sought to investigate in official documents which conceptions of teaching and learning were its construction. From this theoretical study and from the analyzes of national official documents, focused on Teaching History, we can verify some assumptions and meanings of Didactics of History for the first years of Elementary School.