Resumo

GABRIEL, Carmen Teresa  e  LIMA, Tatiana Polliana Pinto de. History curriculum and teaching agency: possibilities of articulation in the early years of fundamental education. Roteiro [online]. 2021, vol.46, e23857.  Epub 24-Set-2020. ISSN 2177-6059.  https://doi.org/10.18593/r.v46i0.23857.

This text aims to explore the articulations between the production of History curricula and the processes of political subjectivation mobilized by the teachers of the Early Years, of Elementary Education, in the relation established with the legitimate historical knowledge as a teaching object. Contributions from post-structuralistic curricular theorizations and biographical research offered the framework of intelligibility within which we mean and operate, in this writing, with the selected analytical categories. In this movement, we seek to understand the relation established by teachers with school history knowledge. Here in the privileged perspective, understanding the nature of this relation is an essential reading key for understanding the intended articulation. Throughout the text we seek to support and argue in favor of the potential to work on the interface of two hypotheses: (i) the teachers produce and reinvent curricula in their professional daily life through the type of relation established with knowledge in the classroom and (ii) the teaching agency is directly linked to the way they signify this relation. We selected as an empirical field a set of Early Years teachers’ narratives from whose professional practices in different school cultures have in common the fact that they are recognized, by their own peers, as differentiated and instigating regard to History teaching at this level of education.

Palavras-chave : History curriculum; Relation with knowledge; Agency; Elementary education..

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