Curriculum and teaching of history
Between prescriptions and practices
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According to curriculum specialist Tomaz Tadeu da Silva, the central question that serves as the backdrop for any curriculum theory is to know 'what knowledge should be taught (...) what knowledge or learning is considered important or valid or essential to deserve to be considered part of the curriculum.' With regard to history and its teaching in basic education, this question is essentially political, referring to the processes of constructing identity and historical memory to be transmitted to new generations. It is therefore worth asking: how is the process of selecting the historical kno...
According to curriculum specialist Tomaz Tadeu da Silva, the central question that serves as the backdrop for any curriculum theory is to know 'what knowledge should be taught (...) what knowledge or learning is considered important or valid or essential to deserve to be considered part of the curriculum.' With regard to history and its teaching in basic education, this question is essentially political, referring to the processes of constructing identity and historical memory to be transmitted to new generations. It is therefore worth asking: how is the process of selecting the historical knowledge that will be part of the school curriculum carried out? How does the history teacher in basic education position themselves in relation to this knowledge? How do they organise it so that students can appropriate it? These questions served as the guiding thread for the study that I now present to the reader. I wish you all an excellent read and hope you enjoy the text.
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