HISTORICAL LEARNING CONCEPTIONS IN BRAZILIAN CURRICULA PROPOSALS

Abstract

This work is inserted in a research about the historical learning conceptionsdiff used in Brazil from 1917 until 2006, and it is part of the project "Learninghow to read, learning to write History". Th e aim of the present investigation is aboutthe learning conceptions that have been establishing the organization of the braziliancurricula proposals in a long time period, since the Francisco de Campos (1931)reform until the actual curricula proposals. Th e outline of this work includes theanalyses of curricula documents from the National History Curricula Parametersfor the elementary and high schools (1997; 1998). Th e methodology adopted wasthe qualitative investigations of case studies and the perspective of documentaland bibliographic investigation. Th e collection and treatment of the data was ruledon the analysis of the contents (Bardin, 2002). We took as reference some studiesthat were done on the curriculum´s perspective and the school subjects as a socialconstruction (Goodson, 1997). Moreover, the concept of the "disciplinary code"(Cuesta Fernandez, 1997;1998) allowed the understanding of the meaning of thecurriculum as a visible text of the History´s disciplinary code, from where we triedto understand the relationship among the contents and the form of History as aschool subject in a determined moment in brazilian's society. Partial results indicate the predominance of the conception of historical learning based upon the idea thatcompetences established on educational psychology, as a tendency in placing thelearning since the production method of historical knowledge, not revealing yetthe conception of historical learning established on the epistemology of the properscience of History (Lee 2003; 2006)