Ensino de história nos anos iniciais do ensino fundamental: práticas pedagógicas significativas ou memorização de conteúdos?

Abstract

The present Work of Course Conclusion aims to investigate how the pedagogical practices referring to the Teaching of History in Elementary School have been carried out in school everyday. We started from a case study carried out in E. E. F. Vicente Felizardo Vieira, in the municipality of Ipaumirim-CE, which was constructed from a series of observations in the classes of a fourth-grade class; in the period from September to November of 2017. We understand that this is a reality that still treats the teaching of History as a doing that privileges the memorization of dates and names and takes place in a decontextualized way, having no relation with the literacy process of the students. In order to support our research, we seek to contextualize the historical paths of history in Brazil, to discuss the relationship between history teaching and the need for literacy and literacy of students in the initial years of elementary school; besides problematizing the pedagogical practices of teachers who work from the first to fifth years of Basic Education. We used a field research approach and knowledge of the school, from which we constantly observe the lessons. We contextualize all the difficulties faced by teachers in relation to their professional work process. To refer to our study, we use the ideas of authors such as Bittencourt (2008); Fonseca (2003) and even of the National Curricular Parameters - PCNs. We realize that the practice of Teaching History in the initial years of Elementary School still needs to be discussed and rethought, since it still presents in a traditional and factual way.