Resumo

PEREIRA, Nilton Mullet; SEFFNER, Fernando; GIL, Carmem Zeli  e  MEINERZ, Carla. Docência em história: implicações das novas disposições curriculares do ensino médio. R. Bras. Est. Pedag. [online]. 2014, vol.95, n.239, pp.152-174. ISSN 2176-6681.

The article is an unprecedented exercise in writing, a result of reflections made by a group of professors in the area of history teaching, on the topic of high school. The central concern is to understand the process of change in high school, proposed by the Ministry of Education (MEC) and state governments, in the perspective of teaching history. Thus, we discuss four conceptual and theoretical approaches: the first refers to the understanding itself of the processes of change proposed and their relation to the teaching of history; the second refers to the centrality of the research, which takes on a role as strategic operator of the principles of interdisciplinarity and contextuality; the third consists in understanding the role of the major agents of high school, i.e. the youngsters and their cultures; and the fourth relates to the theme of memory and heritage, since the teaching of history consists of an action of creation/recreation of historical memory.

Palavras-chave : High School; Teaching of History; Research.

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