Traços do ensino de história no Colégio Nossa Senhora Auxiliadora na cidade de Sousa - PB.

Abstract

Seeking to verify and understand transfonnapocs in History Teaching at Colegio Nossa Madam Auxiliadora, within these, establish analyzes about public policies educational systems in force at the end of the 1990s, we analyzed authors who discussed such proposals as Circe Maria Bittencourt, Thais Nivia Fonseca, Selva Guimaraes Fonseca, among other specialists in the theme, as well as analyzing the Law of National Education Guidelines and Basis (1996) and the Nationals Curriculum Parameters (1998), considering the collaboration of curricula to teaching work as essential regarding the mutations that the teaching-learning process underwent in the end of the 20th century. These bibliographic, documentary sources and questionnaires applied to the teachers of the aforementioned institution provided indications for achieve an understanding of the changes implemented in History Teaching in the referred time frame and how it was adapted and appropriated the public education policies within the institution and by teachers, respectively. In this way we know the metamorphic procedures of the teaching-learning process, realizing how much it has gained meaning, worrying about the relationship established by the student, which before was just a simple receiver-reproducer, becoming an active agent in this process and reflecting on the his role in society, in which he is inserted and seeing himself as a historical subject.