O eurocentrismo nos programas curriculares de história do estado de São Paulo: 1942-2008

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Martins, Marcel Alves lattes
Orientador(a): Bittencourt, Circe Maria Fernandes
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
Departamento: Educação
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/10368
Resumo: The teaching of History in Brazil was markedly influenced by a Eurocentric paradigm of history throughout the nineteenth century until the mid-twentieth century, along the lines of the History of French Civilization. This model, together with its canonical repertoire and its Western view of the historical process was consolidated in school curricula and teaching materials. Attempts to break with this paradigm, held in the process of curriculum reform in the 1980s and 1990s were not sufficient for this model were no longer present in the curriculum of São Paulo. The discussions around the contents of the 2008 History Curriculum Proposal for the State of São Paulo disregard the production on the teaching of History of the last thirty years and point to a setback regarding the selection and content organization, rescuing the Eurocentric model curriculum school. In presenting critics on some elements that make up the Eurocentrism and analyzing the historical background (1942-2008) of knowledge in school History curricula, this research is to identify the moving object of learning content in the curriculum, its continuities or discontinuities, checking the extent to which the 2008 Proposed Structure for the State of São Paulo represents a setback in the content selection of History