Base Nacional Comum Curricular de História no estado do Paraná: contexto de produção e conteúdo prescrito.

Abstract

The proposed curriculum is a central piece of teaching work. Considering this centrality, this research proposed to analyze the Curriculum of the State of Paraná (CREP, in Portuguese), related to the final years of Elementary School, as an unfolding of the National Common Curricular Base (BNCC, in Portuguese). To carry out this action, supported by the Critical Theory of the Curriculum, which proposes the denaturalization of the curriculum and its intrinsic relation to the context in which it is built, we analyzed the national and the state of Paraná curricular trajectories, from the late 1980s to the present, in order to understand the processes of curricular reforms, their motivations and the notions of "consensualization" and democratic participation present in them. Our focus is the subject of History, as it was approached in the BNCC and, later, developed in the CREP. As a purposeful part of the work, we carried out a critical analysis of the curriculum, from four fundamental categories to the teaching of History: conception and objectives of the subject; contentes; methodology and evaluation and, in addition, we carried out a brief examination of the BNCC aspects that gained evidence in the curriculum of Paraná. Our research presents itself as an invitation to debate among the teachers of the subject, as a possible approach of CREP as a proposed curriculum. For its development, we used document analysis and bibliographic review. The text was built from the dialogue with authors such as Antonio Viñao Frago, Circe Bittencout, Ivor Goodson, José Gimeno Sacristán, and Tomaz Tadeu da Silva with the main sources used: the official guiding documents, that is, the proposed curriculum.