Intelectual sim, professorinha não!: o saber histórico escolar do Ensino Fundamental I na cidade de São Paulo (2007-2013)

Abstract

The main scope of this thesis is to design the architecture of school knowledge and practices related to the teaching of History, the early years of elementary school, two public schools in the Municipality of São Paulo. The issue of research is based on the questioning of how they occur in school discussions about the organization of knowledge in the school s History curriculum and how the pedagogical practices of History teaching in the early grades are built up. This path is conducted through dialogue with the school culture of schools surveyed taking into consideration the chronological period from 2007 to 2013. This time frame includes the implementation of the "Curriculum Guidelines - Nature and Society " of the municipal schools to its extinction. The academic literature has emphasized that historical knowledge is introduced in the early years in a simplified form as oposed to the knowledge related to reading, writing and logical mathematical reasoning. The hypothesis collated in this study is that the curricular requirements of PMSP, the reflection of knowledge and school practices, pedagogical activities and instructional materials in the teaching of History should be analyzed collectively in times of continuing training of teachers. The methodological research procedures included analysis of documents and reports related to the implementation of the proposed curriculum, questionnaires and classroom observations of four teachers who work in the early grades of two distinct schools of PMSP. The research was consolidated with the theoretical contributions from André Chervel, Dominique Julia, Ivor F. Goodson and José Gimeno Sacristán