O ensino de História nos anos iniciais: perspectivas na formação de professoras, a partir das obras do Programa Nacional Biblioteca Escolar -Acervo do Professor (PNBE)

Abstract

This research was developed within the scope of Profhistória, in the Knowledge and Practices research line and at GEPEGH it addressed the training of teachers responsible for teaching History in the initial years of elementary education in Basic Education. The choice of this theme was motivated by the following question: how can the continued training of teachers contribute to valuing and improving the teaching of History at this stage of Basic Education? The general objective of this work was to analyze the potential of the National Library at School Program (PNBE-Teacher's Collection) in the training, knowledge and practices of teachers who work in the process of teaching and learning History in the initial years of elementary school, as well as highlight the importance of History Teaching at this stage of schooling. To this end, the methodology adopted was bibliographic research of theses and dissertations on the research theme defended between the years 2004 and 2022, as well as History works for the initial years of the National Library at School Program (PNBE) - Collection of Professor, evaluated and distributed by the MEC, in 2010 and 2013. Through this investigation it was possible to understand how research and publications in the field of History teaching have been based on theoretical-methodological perspectives that seek to break with teaching based on commemorative dates, in the memorization of historical facts constructed from positivist and Eurocentric foundations that highlight only the actions of political and economic elites, silencing the protagonism of subordinate social groups. As a propositional dimension, the PNBE History Books Guide – Teacher's Collection was created, with the aim of contributing to the choice of study and planning materials that support the continued training of teachers who teach History in the initial years, aiming to value the historical formation of children from a perspective that enables the past and present relationship, based on the exploration of different historical sources to understand the experiences of different historical subjects, their relationships, actions, struggles and achievements, in multiple times and spaces.