<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000500483</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39isuppl.29864</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Progressão do conhecimento histórico entre o ensino fundamental e o ensino médio: um olhar sobre o livro didático]]></article-title>
<article-title xml:lang="en"><![CDATA[Progression of the historical knowledge between the elementary school and the high school: a look at the textbook]]></article-title>
<article-title xml:lang="es"><![CDATA[Progresión del conocimiento histórico entre la enseñanza primaria y la enseñanza secundaria: una mirada sobre el libro didáctico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caimi]]></surname>
<given-names><![CDATA[Flávia Eloisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Sandra Regina Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>5</numero>
<fpage>483</fpage>
<lpage>495</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000500483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000500483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000500483&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente estudo aborda o tema da progress&#227;o do conhecimento hist&#243;rico, circunscrevendo-o ao &#226;mbito da transi&#231;&#227;o do ensino fundamental para o ensino m&#233;dio. Entende-se que a integra&#231;&#227;o dos tr&#234;s n&#237;veis de escolariza&#231;&#227;o em uma mesma etapa da educa&#231;&#227;o b&#225;sica exige que se evoquem crit&#233;rios de progress&#227;o. Com base nesse pressuposto, faz-se uma an&#225;lise comparada entre oito cole&#231;&#245;es did&#225;ticas de Hist&#243;ria, com o prop&#243;sito de investigar as estrat&#233;gias mobilizadas para garantir a progress&#227;o do conhecimento hist&#243;rico. O foco da an&#225;lise recai sobre o tema da constru&#231;&#227;o da temporalidade hist&#243;rica, em virtude da centralidade de tal no&#231;&#227;o nos processos de ensinar e aprender Hist&#243;ria. A exposi&#231;&#227;o se organiza em tr&#234;s se&#231;&#245;es, iniciando com uma breve discuss&#227;o sobre as caracter&#237;sticas gerais das transi&#231;&#245;es educativas, seguindo com uma revis&#227;o da literatura acerca do tema da progress&#227;o do conhecimento hist&#243;rico e finalizando com a abordagem anal&#237;tica sobre o corpus selecionado. Os resultados preliminares apontam que as obras did&#225;ticas tratam a temporalidade hist&#243;rica predominantemente a partir do tempo f&#237;sico, repetindo, no ensino m&#233;dio, praticamente a mesma abordagem desenvolvida no ensino fundamental, o que evidencia limitada preocupa&#231;&#227;o com a progress&#227;o e a complexifica&#231;&#227;o do dom&#237;nio das no&#231;&#245;es temporais entre os dois segmentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The study is about the progression of historical knowledge, circumscribed to the transition from elementary school to high school. The integration of the three levels of schooling into the same basic education stage demands the suggestion of standards for progression. Based on this, the study draws a comparison among eight History textbook collections, investigating the strategies to ensure the progression of the historical knowledge. The analysis focus on the construction of historical temporality, due to the centrality of this concept in processes of history teaching and learning. The exposure is organized into three sections, starting with a brief discussion on the general characteristics of educational transitions, followed by a literature review about the progression of historical knowledge and ending with the analytical approach on the selected corpus. The preliminary results show that the didactic books analyzed deal with the historical temporality from the physical space, repeating in the high school the same approach of the elementary school, which evidences the limited concern with the progression and the complexity in the domain of temporal notions between these two segments.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El presente estudio abarca el tema de la progresi&#243;n del conocimiento hist&#243;rico, circunscribi&#233;ndolo al &#225;mbito de la transici&#243;n de la ense&#241;anza primaria para la ense&#241;anza secundaria. Se entiende que la integraci&#243;n de los tres niveles de la escolarizaci&#243;n en una misma etapa de la educaci&#243;n b&#225;sica exige que se evoquen criterios de progresi&#243;n. Con base en este presupuesto, fue hecho un an&#225;lisis comparado entre ocho colecciones did&#225;cticas de Historia, con el prop&#243;sito de investigar las estrategias movilizadas para garantizar la progresi&#243;n del conocimiento hist&#243;rico. El enfoque del an&#225;lisis recae sobre el tema de la construcci&#243;n de la temporalidad hist&#243;rica, en virtud de la centralidad de tal noci&#243;n en los procesos de ense&#241;ar y aprender Historia. La exposici&#243;n se organiza en tres secciones, iniciando con una breve discusi&#243;n sobre las caracter&#237;sticas generales de las transiciones educativas, siguiendo con una revisi&#243;n de la literatura acerca del tema de la progresi&#243;n del conocimiento hist&#243;rico y finalizando con el abordaje anal&#237;tico sobre el corpus seleccionado. Los resultados preliminares se&#241;alan que las obras did&#225;cticas tratan la temporalidad hist&#243;rica predominantemente a partir del tiempo f&#237;sico, repitiendo, en la ense&#241;anza secundaria, pr&#225;cticamente el mismo abordaje desarrollado en la ense&#241;anza primaria, lo que evidencia una limitada preocupaci&#243;n con la progresi&#243;n y la complejizaci&#243;n del dominio de las nociones temporales entre los dos segmentos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de história]]></kwd>
<kwd lng="pt"><![CDATA[temporalidade histórica]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento histórico.]]></kwd>
<kwd lng="en"><![CDATA[history teaching]]></kwd>
<kwd lng="en"><![CDATA[historical temporality]]></kwd>
<kwd lng="en"><![CDATA[historical knowledge]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de historia]]></kwd>
<kwd lng="es"><![CDATA[temporalidad histórica]]></kwd>
<kwd lng="es"><![CDATA[conocimiento histórico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
