Currículo e as relações de temporalidades no ensino de História nos anos iniciais do Ensino Fundamental: uma análise a partir da prática docente em uma Escola Pública no município de São Sebastião da Boa Vista/Pa

Abstract

This dissertation aims to promote and develop a study of history teaching in a municipal school in a rural, riverside region of the municipality of São Sebastião da Boa Vista. The purposeful dimension of this dissertation is to address the theme of curriculum and the relationships between temporalities in history teaching. The studies were conducted in the teaching practice of lower elementary school, preferably in the fourth and fifth grades. The main objective of the research was to understand how early grade teachers develop and mobilize history and temporality classes, as well as the elements that serve to connect these aspects of curricular guidelines. Drawing on assumptions and foundations of theoretical knowledge, teaching/learning pedagogy, and historical/temporal concepts, the aim was to relate the dialogues between these knowledge and the epistemology of the empirical school context. To foster the realization of these relationships, we engaged in dialogue with the teachers involved in the research, using interview scripts and protocols, and informal conversations to gather information. The research also materialized through experiential practices with students in the classroom and through ongoing training for the teachers who make up the teaching staff of the school under study.