O currículo prescrito pela base nacional comum curricular para a disciplina de história nos anos iniciais do ensino fundamental.

Abstract

The History curricular component provides knowledge about the present, the past, and social and historical permanences and transformations. Thus, the curriculum is fundamental to the success of these purposes, as it is a social artifact that manifests the demands and aspirations of society, especially economic and cultural issues. An example of this is the 2017 National Common Curricular Base (BNCC), a mandatory and prescriptive document that is based on neoliberal policies. Thus, we sought to investigate the following problem: are teachers of the initial years of elementary school at a municipal school in Cajazeiras-PB aware of the neoliberal political intentions present in the 2017 BNCC for the History discipline? The general objective of this study is to investigate the perception of elementary school teachers who teach History at a municipal school in Cajazeiras, Paraíba, regarding the curriculum prescribed by the 2017 BNCC. This is a qualitative study using a case study model. Data were collected through semi- structured interviews with five teachers from a public school in the city of Cajazeiras, Paraíba. In the investigation and analysis of the information obtained, analytical categories were defined according to the discussions held by authors in the area of History curriculum and teaching, namely: Barzotto (2017), Leão (1999), Lima (2019), Silva (2016), Althusser (1983), Cassin (2014), Sacristán (2000), and Pereira and Rodrigues (2018). Based on the research carried out, it was found that teachers in the initial years of elementary school are unaware of or do not carry out an in-depth reflection on the neoliberal proposal for the History curriculum and the impacts caused on the formation of the student body.