REVALUING THE HISTORY TEACHING IN THE INITIAL GRADES OF THE ELEMENTARY SCHOOL THROUGH THE NATIONAL CURRICULUM PARAMETERS – THE PCNS

Authors

  • Everton Bandeira Martins
  • Cinara Dalla Costa Velasquez
  • Vanessa dos Santos Moura
  • Jorge Luiz da Cunha

Keywords:

Educação, Interdisciplinaridade, História, Parâmetros Curriculares Nacionais – PCNs, Cidadania.

Abstract

This paper aims to analyze the History teaching in the initial grades of the Elementary School through the analyzes of the National Curriculum Parameters – the PCNs – and through its interdisciplinary revaluation. We understand that it is imperious the theoretical revaluation, into an interdisciplinary perspective for the full development of the individual as one historical subject. We understand that historical knowledge is decisive in the formation of the citizenship of the subjects. We had sought to intertwine theory, which focus on the subject and the activation, on the classroom daily, with the PCNs of History subject. Considering the PCNs as documents elaborated to the expansion of the interdisciplinary teaching practice, it may be seen an opportunity to revaluate the History as a school subject and also its wider approach to the ethos of the subjects, talking to cross-cutting themes which are included in the objectives of the PCNs of History. The teaching practice must be understood as a space for the construction of citizenship, breaking with practices in plaster and crystallized. So, we are seeking to understand how this process will be able to become reality through theoretical analysis that expatiates upon education and teaching from that perspective.  

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Published

04-11-2011

How to Cite

MARTINS, E. B.; VELASQUEZ, C. D. C.; MOURA, V. dos S.; DA CUNHA, J. L. REVALUING THE HISTORY TEACHING IN THE INITIAL GRADES OF THE ELEMENTARY SCHOOL THROUGH THE NATIONAL CURRICULUM PARAMETERS – THE PCNS. Travessias, Cascavel, v. 5, n. 2, p. e5423, 2011. Disponível em: https://saber.unioeste.br/index.php/travessias/article/view/5423. Acesso em: 18 jul. 2024.

Issue

Vol. 5 No. 2 (2011)

Section

EDUCAÇÃO

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