Consensos e assimetrias nas políticas curriculares para a disciplina de história no ensino médio Brasileiro (1998 - 2012)
The present thesis investigates school contents in three instances of objectification of History curriculum for Brazilian High School circumscribed in the period between 1998 and 2012. Through educational policies concepts, curriculum and contents, we seek to investigate the consensus and asymmet...
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| Formato: | doctoralThesis |
| Idioma: | por |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25905 |
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| Resumo: | The present thesis investigates school contents in three instances of objectification of History
curriculum for Brazilian High School circumscribed in the period between 1998 and 2012.
Through educational policies concepts, curriculum and contents, we seek to investigate the
consensus and asymmetries among concepts, competences and abilities present in the Exame
Nacional do Ensino Médio (ENEM) and Programa Nacional do Livro Didático (PNLD) in
comparison to the prescriptions contained in the Parâmetros Curriculares Nacionais para o
Ensino Médio (PCNEM). The sources used in the research were: the three versions of
History PCNEM (1998, 2003 and 2006); the reference matrices and ENEM questions
between 1998 and 2012 besides the public notices and didactic collections of the PNLD for
the subject to High School. In the process of reading, extraction, categorization and analysis
of the sources were utilized methodological procedures of the Content Analysis. The
hypothesis that orient the study is that the History didactic books, ENEM tests and other
documents related to these policies have deep dissonances in relation to knowledge,
competences and abilities expressed in the PCNEM. Thus, in the absence of systemic
curriculums (beyond the role of "orient"), along with the denial of PCNEM and another
possibility of nationally valid curriculums, it is transferred to the matrices of ENEM the role
of interlining the Brazilian History curriculum. Research on the symmetry between distinct
curriculum policies finds its proper relevance in the current discussion about the limits and
possibilities of creating the common curriculum national base (Base Nacional Curricular
Comum - BNCC) for History subject |
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