A BNCC e a definição de um currículo para a disciplina história: análise das três versões da BNCC e a história a ser ensinada nos anos finais do ensino fundamental

• Autor(a) principal: Lavinas, Carla Cristina da Silva
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19668
• topic: BNCC; Políticas Curriculares; Contexto Histórico; Disciplina de História e História Recente; BNCC; Curricular Policies; Historical Context; History Discipline and History Recent; CIENCIAS HUMANAS::EDUCACAO

This dissertation aims to contribute to the discussions regarding the National Common Curriculum Base (BNCC) and its three versions - more specifically, in relation to the part that is intended for the discipline of History of Elementary School II (covering the sixth, seventh, eighth and ninth years of this school stage, that is, the final years of Elementary School). To this end, we will seek, among other things, to describe the first, second and third versions of the document cited, in an attempt to capture the trajectories of each one - emphasizing the historical contexts of elaboration of the same versions, as they are distinct from each other. Adding to the above proposition, we intend to point out that the BNCC and its versions are part of the historical-temporal classification called Recent History because they were elaborated a few years ago: the first version was elaborated in 2015, the second in 2016 and the latest version was approved in 2017 by the National Council of Education (CNE). In addition, we will also reflect on the permanences and (supposed) ruptures that are present in the Base for the curricula of Brazilian educational institutions. In this dissertation we use the methodology where our study was based on the qualitative approach, in which it was strategically adopted the combination of bibliographic/ documentary researches to analyze our documentation and the consulted historiographies. To this end, we are theoretically anchored in the Policy Cycle of Stephen Ball and Richard Bowe, especially in the two contexts (context of influence and context of text production), because we understand that the policy related to the curricula needs to be examined in relation to its context.