<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602021000100704</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.77056</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[BNCC e Ensino de História: horizontes possíveis]]></article-title>
<article-title xml:lang="en"><![CDATA[BNCC and History Teaching: possible horizons]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ralejo]]></surname>
<given-names><![CDATA[Adriana Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Rafaela Albergaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Mariana de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602021000100704&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602021000100704&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602021000100704&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Base Nacional Comum Curricular (BNCC) tem suscitado importantes debates sobre a constituição de um currículo escolar. Neste artigo, desenvolvemos uma reflexão sobre como essa proposta curricular tem mobilizado discussões sobre as possibilidades de constituição e de desenvolvimento do ensino de História. Enquanto dispositivo regulador da educação, que tipo de poder esse documento exerce sobre aquilo que é praticado nas escolas? Para além dos constrangimentos e amarras que o currículo gera no ensino, poderíamos também enxergar potencialidades para um ensino de História que dialogue com as realidades vividas por nossos alunos e alunas e compartilhadas no espaço escolar? A partir dessas questões norteadoras, desenvolvemos este artigo em três partes: em um primeiro momento, apresentamos a trajetória de publicação da BNCC e os embates em torno do ensino de História, bem como os conceitos de currículo e de Ensino de História com os quais trabalhamos. Em um segundo momento, apresentamos como a comunidade disciplinar (GOODSON, 1997) tem debatido sobre os sentidos de História presentes na BNCC, a partir de um levantamento de artigos científicos que têm apresentado este currículo como tema de pesquisa. E em um terceiro momento, apresentamos algumas chaves de leitura do documento a partir dos conceitos de &#8220;competências gerais&#8221; e da &#8220;atitude historiadora&#8221;. Por fim, teremos condição de responder à questão: que possibilidades a BNCC pode proporcionar para um ensino significativo no ensino de História?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Base Nacional Comum Curricular (BNCC) [National Common Core Curriculum] has raised significant debates about the constitution of a school curriculum. In this article, we develop a reflection on how this curricular proposal has mobilized discussions about the possibilities of constituting and developing History teaching. As a regulatory device of education, what kind of power does this document have over what is practiced in schools? In addition to the constraints and moorings that the curriculum generates in teaching, could we also see the potential for teaching History that dialogs with the realities experienced by our students and shared in the school space? Based on these guiding questions, we have developed this article in three parts: first, we present the publication path of BNCC and the clashes surrounding the teaching of History, as well as the concepts of curriculum and History teaching with which we work. In a second step, we present how the disciplinary community (GOODSON, 1997) debated the History meanings present at the BNCC, based on a survey of scientific articles that presented this curriculum as a research theme. And in a third moment, we exhibit some keys for reading the document based on the concepts of "general competencies" and "Historian attitude&#8221;. Finally, we can answer the question: what possibilities can the BNCC provide for meaningful teaching in History teaching?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Atitude historiadora]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[History Teaching]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Historian attitude]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Diálogos]]></source>
<year>2016</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>16-29</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
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