Abstract

ANHORN, Carmen Teresa Gabriel  and  COSTA, Warley da. History curriculum, difference politics and hegemony: possible dialogues. Educ. Real. [online]. 2011, vol.36, n.01, pp.127-146. ISSN 0100-3143.

The objective of this text is to explore the analytical potentiality of hybridization of theoretical movements to accomplish advances in the History teaching field. We work with contributions from the Discourse Social Theory such as proposed by Laclau and Chantal Mouffe and with historical theory related to the narrative paradigm (Rüsen, Ricoeur). We are interested in this field considering it a discursive space where, in contemporary times, hegemonic fights are taken on two floods of meanings: one that is related to identities and the other related to temporalities. This theoretical articulation has allowed us to question, based on the analysis of discursive fragments produced by students of high school final level, some arguments which can be found in curriculum politics in this field, which dispute fixing discourses about national identity.

Keywords : History Curriculum; Hegemony; Temporality; Identity; Narrative Identity.

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