Educação é a Base? Perspectivas docentes acerca do ensino de História a partir BNCC.

Abstract

Research in Historical Education focuses its studies on the learning processes developed in the school environment, as it serves as a space for developing historical consciousness at different levels. Many researchers emphasize the importance of this analysis from the perspective of Historical Education for learning theory, as it seeks to understand the development of learning at the level of historical thinking among young people, children, and teachers. Considering the BNCC and history teachers as a path of investigation into the historical knowledge constructed within classrooms, this study aims to understand how teachers think and articulate the teaching of history based on the guidelines established by the Base. Methodologically, the investigation was carried out through the analysis of the BNCC as a normative document for the teaching of history in the final years of elementary education and through dialogues, via interviews, with a group of teachers from the State Education Network in the city of Conceição, in the interior of Paraíba. We rely on the reflections of authors such as Barca (2001), Rusen (2010), Schmidt (2006), and Lee (2001), who reflect and discuss teaching with an approach to Historical Education.