Saberes e fazeres docentes em ensino de História no CAp/UERJ em contexto das políticas educacionais

Abstract

The present text aims to present our master's research in the Post-Graduate Program in Teaching History - PPGEH - UERJ, (PROFHISTÓRIA - Professional Master in National Network). We seek to understand how some of the History teachers, in a public institution of excellence in High School - CAp/UERJ, located in Rio de Janeiro, mobilize their knowledge, socially constructed, and especially that dialogues weave with the public educational policies, at times of construction and / or presentation of new educational reforms to the educational community. In times of increasing state control in educational curricula in Brazil, it should be emphasized that research that focuses on teachers and their practices can contribute to the construction of new perspectives in the field of teaching of school history. In this direction, we problematize the ways in which the teachers of this discipline position themselves in front of the present reform in course in the country like the discussions of BNCC (National Curricular Common Base), as well as, the one of the Reformation of High School, since the hypothesis that sustains this research is that the way these government actions have been implemented produces a certain silencing of teacher knowledge and practices. To do so, we are considering the vision of the teachers, the main subjects of this investigation, in dialogue or even in opposition to these prescribed curricula. As research procedures, we performed the analysis of the narratives constructed by these professionals collected in interviews, establishing the interlocution with authors of the curriculum field, in education and oral history, in historiography.