Resumo

SANTOS, José Faustino de Almeida; LASTORIA, Andrea Coelho  e  CERRI, Luis Fernando. Historical culture in Secondary Education in the State of São Paulo: theoretical reflections for educational conversation. Ensino em Re-Vista [online]. 2025, vol.32, e2025-22.  Epub 27-Nov-2025. ISSN 1983-1730.  https://doi.org/10.14393/er-v32e2025-22.

Brazil instituted a new Secondary Education (SE) with Law 13.415/17. São Paulo was the first state to begin its implementation, in 2021, with the “Curriculum in Action” (CA) program. This article investigates the CA for History, focusing on three issues: conceptions of curriculum, curricular identity and the historical culture promoted by the CA. The research, based on qualitative documentary analysis, adopts references on curriculum and History Teaching, including Richard Rorty's Neopragmatism, reflections by Michael Apple and post-critics such as Ivor Goodson and Gimeno Sacristán, as well as Jörn Rüsen's concept of historical culture. The results indicate that the CA imposes limits on the teaching of history and the humanities, which affects the quality of democracy. It is argued, however, that the active participation of teachers and students, through conversation with the real word, can transform SE by bringing it closer to real needs and promoting a more democratic Education.

Palavras-chave : New Secondary Education; New São Paulo Curriculum; Historical Culture; Democracy..

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