Resumo

CAIMI, Flávia Eloisa  e  OLIVEIRA, Sandra Regina Ferreira de. The progression of the historical knowledge in basic education: dilemmas in the transition between basic and high school. Perspectiva [online]. 2014, vol.32, n.2, pp.521-553. ISSN 2175-795X.  https://doi.org/10.5007/2175-795X.2014v32n2p521.

This study starts from the premise that the scholar work organization, in what concerns the historical knowledge teaching/learning, demands qualified links between the reference science epistemology and the student's thinking abilities and capacities development. If we consider that in the teaching task we must recognize both the acquisition of contents and the capacities of thinking/learning, the effort to guarantee the rational progression of the education become very important. In this study, we list some specificities of the history teaching/learning process in the basic and high school, considering the curricular content organization and the cognitive abilities of the student, having in mind the complexity of contents, concepts, notions and methodologies. After revisit the pertinent literature and some curricular documents, we base the analysis in two History didactical collections - one from each segment - aiming to identify wich decisions are taken in the organization of the historical and pedagogical proposal and analyze how the historical knowledge progression is understood/realized. The preliminary results show that there are few references to the historical knowledge progression in the collections studied, what represents a difficult to point the qualitative advances in the last step of basic education. In this way, the sparse mentions to the different learning potentials found in the documents isn't explicitly considered to the preparation of the didactical book.

Palavras-chave : Learning; Curriculum; Didactical Book.

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