Teaching history in the early years of elementary school: conceptual challenges and methodolocal

Abstract

This article aims to present relevant issues in relation to the history teaching for children in elementary school. In general, seeks to present the specifics of historical knowledge in the context of this stage of formation. Thus, it makes a brief summary of the curriculum that has been implemented in the classroom, along with consideration of the performance of pedagogue teacher with the history teaching. In the theoretical-methodological references that guide the teaching of history today, one sees a lack of studies, particularly as regards the relationship with contemporary historiography in the pedagogical practice of teachers to initiate students in historical knowledge. For the construction of the article, questionnaires were analyzed that were applied to teachers in the early years of elementary school, and working in the metropolitan region of Belo Horizonte. The results corroborate recent studies on the subject of education for children, which highlights some changes and continuities that endorse the challenges to the teaching of history in this school phase: methodological and historiographical advances in reference knowledge; teachers without specific training in history; reproduction of old conceptions; maintenance methods, content and concepts traditionally used in teaching history; child audience with the specifics of being a child.