Propostas curriculares para o ensino de estudos sociais : circulação e apropriações de representações de ensino de história e de aperfeiçoamento de professores (Espírito Santo, 1956-1976)

• Ano de defesa: 2013
• Autor(a) principal: França, Aldaíres Souto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Teaching social studies; History teaching; Teacher training; Curriculum proposals; Education policies; Ensino de Estudos Sociais; Ensino de História; Formação de professores; Propostas curriculares; Políticas educacionais; Enseñanza de Estudios Sociales; Enseñanza de Historia; La formación del profesorado; Propuestas curriculares; Las políticas de educación; Educação e Estado; Ensino - Currículos; Ensino de primeiro grau; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2176

This study discusses the representations about Social Studies teaching that circulated through pedagogical publications and educational curriculum proposals in the state of Espírito Santo during the period from 1956 to 1976. We understand that these representations were formed from a historical process characterized by conflicts about society projects , education, school , teaching and teacher, which resulted in overlapping representations about what , when and how to teach History and about the development of teachers. It is understood that these representations circulated as connected stories and were appropriate by the curricular proposals of Social Studies in the 70s. In the analysis, we dialogue with thought of American authors such as John U. Michaelis and Ralph C. Preston; of intellectuals who worked in Brazilian institutions, as Delgado de Carvalho and João Roberto Moreira, with didactic production present in the writings of the teacher- authors Maria Onolita Peixoto, Leny Werneck Dornelles and Therezinha Deusdará , James Braga Vieira da Fonseca and Lydinéa Gasman; as well as the local production of Liene Lima de Freitas and Maria Neila Geaquinto. We chose to the following sources: curriculum proposals, books, manuals, guides and methodological notebooks, and by intertwining with official forms – Diaries, Reports, Laws, Ordinances, and journals - the Journal of Studies in Education and Espírito Santo Magazine . For the analysis data, we considered the conceptual scheme presented by Roger Chartier – circulation, representation, appropriation and cultural practices. Other concepts were cornerstones: the intellectual (Jean - François Sirinelli); the connected stories (Sanjay Subrahmanyan and Serge Gruzinski); and the school culture (Dominique Julia). The results reveal that the representations of Social Studies teaching and the teacher improving were appropriate on the curriculum proposals in the state of Espírito Santo and formed from movements of connected stories, not as mere transposition of imported ideas but as inventive appropriations that were legitimized in school culture through curriculum policies and political development of teachers. Thus, to improve the teacher intended to improve society, education, school and teaching.