History teaching brazilian public education: an analisys of the historiografic assumptions of the State Curriculum from the 1980’s

Abstract

This paper reports the final results of a research developed in the scientific initiation linked to the Department of History of the State University of the Midwest, Irati campus, Paraná, Brazil, between 2015 and 2016. The research examined the conjuncture of History teaching in Brazil in the 1980’s, through the curricular proposals published by the education departments of the states of São Paulo and Paraná. The intention was, therefore, to focus on the period of redemocratization of Brazilian society after the military dictatorship (1964-1985), and to reveal how, in the curricular field, the discipline of History renewed its teaching proposals. In this direction, the research problem focused on the analysis of the historiographic assumptions, which supported the curricular proposals in the 1980’s. From the methodological point of view, content analysis was used from Bardin's perspective (2011) and as a source of research the "Basic Curriculum for the Public School of the State of Paraná", published in 1990 and the "Curricular Proposal for the Teaching of History - 1^st grade of São Paulo", elaborated in 1989. As a result, the research showed that curricular proposals of public education networks of the states of São Paulo and Paraná were fertile spaces of the production of an attempt of History teaching renovation in accordance with the main Historiographic currents of the time, aspect which made possible the construction of new content proposals and teaching methodologies committed to the student’s critical emancipation from historical knowledge.