Produzindo raízes profundas: uma análise do lugar do ensino de história no currículo de pedagogia

Abstract

This dissertation is situated at the intersection of the fields of Curriculum, History Teaching, and Teacher Formation, with the objective of analyzing the place of History teaching in the Pedagogy degree programs in the Southeast region of Brazil, offered by federal and state public universities. Therefore, an empirical corpus was constructed, consisting of various curriculum documents related to History teaching, collected from 40 courses distributed across more than 125 university campuses. The analysis focused on two categories considered fundamental and indispensable for teaching and learning History: temporality and alterity (Gabriel, 2019b). The research operates from a poststructuralism epistemic stance, anchored in discourse theory, which understands reality as constructed through struggles for meaning and challenges essentialisms, emphasizing the political and contingent nature of educational processes (Laclau, 2005; Mouffe, 2009). The work is organized into three chapters. The first discusses conceptions of Education, Pedagogy, and History Teaching, advocating for a teacher education project committed to the construction of plural futures. The second chapter explores the empirical corpus, analyzing the disciplines dedicated to History teaching in Pedagogy courses based on axes articulated with the categories of temporality and alterity. The third chapter is devoted to a theoretical-political analysis of how notions of identity, difference, alterity, and temporality are mobilized in the most recurrent works in the courses’ bibliographies. The analyses indicate that, although there is an incipient concern with the analyzed categories in the curriculum documents, fragmented approaches to historical knowledge prevail, reducing it to factual content or an instrumental perspective. The dissertation argues that education for History teaching in Pedagogy must be radically (re)thought as a space for disputing alternative meanings, which embrace the multiplicity of temporalities and alterity as organizing axes of an ethical, political, and epistemologically committed teaching practice aimed at the invention of more just and plural futures.