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Currículo sem Fronteiras
 A journal for a critical and emancipatory education   ISSN 1645-1384

Professores e produção do currículo: uma experiência na disciplina de História (Teachers and the creation of curriculum: an experience in the History subject matter)

Maria Auxiliadora Moreira dos Santos Schmidt e Tânia Maria F. Braga Garcia

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The study analyzes the results of a research of collaborative nature whose main objective was to understand the possibilities and limitations of the teacher´s action in definitions and decisions toward curriculum innovations. From the theoretical-methodological point of view the research is supported in a perspective named methodological structurism, anchored on the social-structural historiography and on the new sociologies of action. In this conception, the empirical quantitative and qualitative research, just as the theoretical analysis, search a certain type of ideal balance. The empirical material was produced from a work developed with 30 History teachers from elementary and high schools located in a suburb of Curitiba, in Paraná, Brazil. Following successive curriculum restructures since 1992, and participating of debates about contents and methods of History teaching, the teachers entered a group of investigation with researchers from the Universidade Federal do Paraná in 2004. During monthly meetings the curriculum proposals were evaluated as to understand how the historical knowledge was recontextualised according to the contents to be taught. The main reference was the investigation about the relationship between the students and the historical knowledge as presupposition to the determination of the knowledge to be taught, explicit in the curriculum, “visible text of the disciplinary code”, and also confronted with other visible texts, as the teaching books used and the “invisible texts” as the daily actions of the teachers in their History classes. The main results of this process from the teachers, are pointed out: a) the confirmation of the need to preserve elements present in the curriculum proposals that correspond to actual needs to teach the subject; b) to elaborate sources that should be taken in consideration to build the curriculum; c) the indication of elements that should be incorporated to the curriculum proposals, those that were absent earlier or even the ones that are expressed in some way on the official documents and have not effectively constituted present elements in History classes.


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