A cultura histórica e a escola: consciência histórica de estudantes entre o escolar e o extraescolar - um estudo de caso em Curitiba-PR – PR

Abstract

The present text aims to, through the concepts of historical consciousness, historical culture, historical learning and disciplinary code, carry out an analysis between the narratives and positions of students in the 2nd year of high school from a private school in Curitiba on contemporary issues, such as: migration, separatist movements and gender identity; in face of the practices, methods, methodologies and orientations proper to the college, as far as its teaching practice. Through a questionnaire with objective (quantitative) and discursive (qualitative) questions and using the Likert scale to measure the value of the answers, the students positioned themselves and gave historical sense to some proposed themes, showing how their knowledge, opinions and positions work, also articulating notions of time. The intention was to provide an analysis that allows us to glimpse how much of the knowledge and practices of the school permeate students' way of thinking and acting, considering that, as subjects of the teaching-learning process, they carry with them narratives and ideas external to the school. In this regard, the text also looks to disconfirm the idea that teachers are unique agents in the education of students, confronting the thesis that students could be victims of a supposed intention of education corrupted by educators' own ideologies. Complex and resulting of a long process, the historical formation of an individual is constructed; permeates and is permeated by a series of factors to which they are exposed consciously or unconsciously, such as: the cultural formation received, the social class belonging, the type of formation inherited by the parents, media influence and social networks as well as the social circle frequented.