Ensino de história em tempos de BNCC: qual cidade no Currículo da Cidade?
Data
2022-12-09
Autores
Oliveira, Rodolfo Raphael Sousa [UNIFESP]
Orientadores
Carvalho, João do Prado Ferraz de [UNIFESP]
Tipo
Dissertação de mestrado profissional
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho tem como tema a relação entre a Base Nacional Comum Curricular (2018), o Currículo da Cidade (2017) e o ensino de História na Cidade de São Paulo. O Currículo da Cidade foi elaborado para se alinhar à BNCC com um discurso de construção participativa e continuidade aos debates da rede municipal de ensino de São Paulo, questionamos nesta pesquisa o quanto esta proposta curricular se aproxima ou se distancia da BNCC e das últimas propostas da rede, as Orientações curriculares e proposição de aprendizagem para o Ensino Fundamental: ciclo II: História (2007), e os Direitos de aprendizagem dos ciclos interdisciplinar e autoral: História (2016), também investigamos como se deu este processo de construção democrática e como a Cidade de São Paulo se faz presente na prescrição. Utilizamos a metodologia de pesquisa documental, fazendo uso na análise do currículo os referenciais teóricos Goodson (1995), Apple (2006), Willians (2005), Quijano (2005;2010), Bittencourt (1998, 2001, 2004, 2011, 2019), Moeller e Tarlau (2020) e Michetti (2020). Como parte propositiva produzimos uma lista de leituras para problematizar o currículo e as prática nestes tempos de BNCC.
This work has as its theme the relationship between the Base Nacional Comum Curriculum (2018), the Curriculum of the City (2017) and the teaching of history in the city of São Paulo. The problem is how the City Curriculum, which was designed to align itself with the BNCC with a discourse of participatory construction and continuity to the debates of the São Paulo municipal education network, approaches or distances itself from the BNCC and the latest proposals of the network , in addition to how the City of São Paulo is present in the prescription, whether with the effective participation of society, how it is understood in the document and how it is present in the prescription. As a methodology, we will analyze the process of building the curriculum through documentary research, and we will analyze the prescription comparing the BNCC and the last two prescriptions of the municipal network, the Curricular Guidelines and Learning Proposition for Elementary School: Cycle II: History (2007), the Learning Rights of the interdisciplinary and authorial cycles: History (2016). As theoretical references for curriculum analysis, we used Goodson (1995), Apple (2006), Willians (2005), Quijano (2005;2010) and Bittencourt (1998, 2001, 2004, 2011, 2019), Moeller and Tarlau (2020) and Michetti (2020). As a propositional part, we produced a reading list to problematize the curriculum and practices in these times of BNCC.
This work has as its theme the relationship between the Base Nacional Comum Curriculum (2018), the Curriculum of the City (2017) and the teaching of history in the city of São Paulo. The problem is how the City Curriculum, which was designed to align itself with the BNCC with a discourse of participatory construction and continuity to the debates of the São Paulo municipal education network, approaches or distances itself from the BNCC and the latest proposals of the network , in addition to how the City of São Paulo is present in the prescription, whether with the effective participation of society, how it is understood in the document and how it is present in the prescription. As a methodology, we will analyze the process of building the curriculum through documentary research, and we will analyze the prescription comparing the BNCC and the last two prescriptions of the municipal network, the Curricular Guidelines and Learning Proposition for Elementary School: Cycle II: History (2007), the Learning Rights of the interdisciplinary and authorial cycles: History (2016). As theoretical references for curriculum analysis, we used Goodson (1995), Apple (2006), Willians (2005), Quijano (2005;2010) and Bittencourt (1998, 2001, 2004, 2011, 2019), Moeller and Tarlau (2020) and Michetti (2020). As a propositional part, we produced a reading list to problematize the curriculum and practices in these times of BNCC.