Resumo

KUHN, Martin; CALLAI, Helena Copetti  e  TOSO, Cláudia Eliane Ilgenfritz. EPISTEMOLOGICAL ASSUMPTIONS OF CONCENTRIC CIRCLES. e-Curriculum [online]. 2019, vol.17, n.2, pp.472-491.  Epub 08-Ago-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i2p472-491.

Teaching Social Studies in the early years of Elementary School is the theme of this text. Why do we teach Social Studies in the early years as we teach? What epistemological and pedagogic conceptions guide this kind of organization of the school curriculum? How was the Social Studies teaching that has as reference the concentric circles produced? The objective is to instigate the consolidated tradition around the way we teach Social Studies in the early years in the Basic Education. This is a reflection with an essay character permeated by years of teaching experience in the initial years and initial and continued education of teachers. We anticipate that the curricular arrangement of the contents of Social Studies is organized taking as reference the epistemological assumptions of the concentric circles, that is, from the closest and most immediate to the most distant and abstract contents or from the simplest to the most complex contents.

Palavras-chave : Concentric circles; Epistemology; Social studies; Early years.

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