Resumo

TAMANINI, Paulo Augusto  e  NORONHA, Vanusa Maria Gomes. THE TEACHING OF HISTORY AND THE PERSPECTIVE OF BNCC: A COMPARATIVE ANALYSIS IN TEXTBOOKS. Revista Teias [online]. 2019, vol.20, n.57, pp.109-124.  Epub 18-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.2019.39102.

The proposed changes to the History curriculum bring discussions about what should or should not be taught in school, in accordance with the demands and contexts. In an attempt to find ways to help the learning process, the textbook is still one of the most important resources used by the teacher. Despite frequent criticisms of production and distribution, the textbook has not lost its effective place as a tool that brings students closer to formal know ledge of past history in relation to the present. In this way, the challenge of the pedagogical practice of associating the curricular demands with the formal education goes through the sieve and selection of some contents and guidelines of the National Curricular Common Base (BNCC in Portuguese), sanctioned for Elementary and Middle School in 2017 and for High School in 2018. T his article is based on the discussions of Lopes and Macedo (2011) and Bittencourt (2009) to discuss the influence of the BNCC in the textbooks of History and how this influence has repercussions on pedagogical practice. To achieve our goal, we have made a comparative analysis of how the theme of slavery is portrayed in two distinct periods. The criteria for analysis were: 1) Recurrence of the theme in the two textbooks and 2) Parameters suggested by the normative institutions on the structure, content and respect to cultural and regional diversities. This article is justified by the need to identify the curricular changes in the search to offer reflections and discussions regarding the applicability of the BNCC in the educational action and in the pedagogic al resources. Observing the structuring, contents, activities and illustrations in textbooks, before and after the new curricular basis, it is expected as results to identify the impact of the possible use of these curricular guidelines in the teaching of History.

Palavras-chave : Curriculum; Teaching of History; Textbook.

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