O ensino de História em escolas do ensino médio regular noturno na rede estadual no município de Serra-ES : uma análise de práticas docentes na apropriação do currículo formal

Abstract

The following research is a qualitative study, intending to contribute for the researches on History Teaching, especially regarding local aspects, analyzing History Teaching based on a sampling from schools at the city of Serra -ES, taken from the Nocturnal High School, a teaching segment wich still lacks research, especially at the Espírito Santo state. The main question that leads the study is “Wich are the practices adopted by the teachers at the public Nocturnal High Schools of Espírito Santo?”. We will analyze how the teachers appropriate from the regular curriculum and transform into a practical curriculum. Through semistructured interviews and following the professorial routine of the subjected at this research, and also through documental analysis of their planning records, students notebooks, didactic books used, we intend, from the obtained data, to perceive, on the practices of these teachers, the influences of diverse historiographical approaches, wich relations highlight among regular and practical curriculum, and the most distinguishing characteristics of History Teaching over the studied object. In order to further ground the proposed analysis, we also present a brief prospect of the different historiographical approaches, aiming to point influences over History Teaching, as we also establish a brief track record of History as a constitute school subject. We conclude that the most remarkable characteristic of the real History curriculum put into practice by the participants of our research, is what Sacristán (2000) denominates “curriculum shaped by teachers”, on wich, these active subjects shape, through their own worldview and their professional culture, the propositions that they have to deal with, shaping changes on the meaning structures of the official curricular prescriptions. The theoretical basis that underlie this study come from the concepts of practice, appropriacy and representation (CHARTIER, 1988), as well as strategy, tactics and cunning (CERTEAU, 2009). Regarding the curricular matter, Moreira and Silva (2001), Sacristán (2000) and Silva (2007) guide us. The methodological path used is the participant research (BRANDÃO, 1987; DEMO, 1984; SCHMIDT; 2006).