Da história acadêmica à história como disciplina escolar: o debate sobre o ensino nos encontros da ANPUH-SP (1990-2016)
Carregando...
Arquivos
Data
2018-06-29
Autores
Giavara, Ana Paula [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em um tempo de incessante desenvolvimento tecnológico, de imediatismo e de mídias massificantes, a História como disciplina escolar empenha-se em fazer com que as novas gerações não se esqueçam da trajetória humana e do conhecimento acumulado ao longo tempo. Contudo, a política curricular São Paulo faz escola, conduzida pela Secretaria de Estado da Educação de São Paulo – SEE-SP, a partir de 2008, parece não estar afinada com este desígnio, pois, ao buscar a melhoria do desempenho dos alunos em sistemas de avaliações externas, supervalorizou as competências leitora e escritora nos currículos, o que resultou em prejuízos para os demais campos disciplinares como a História. Frente a esse problema e orientada pela convicção de que existem relações inerentes à História acadêmica e à História como disciplina escolar, esta investigação objetiva compreender o posicionamento da Associação Nacional de História – ANPUH, representada pela ação de seus membros nos Encontros Estaduais do Núcleo Regional paulista, ante a reforma curricular para a disciplina de História São Paulo faz escola, entre os anos de 2008 a 2016. A partir da necessidade de subsidiar historicamente esta pesquisa e apreender a identidade da ANPUH-SP, houve a ampliação do recorte temporal para o ano 1990, de forma que os Cadernos de Resumo e Anais dos Encontros Estaduais de quatorze reuniões bianuais foram analisados. Também fez parte dessa ampliação documental o Boletim do Historiador, publicação periódica da ANPUH-SP, editada entre os anos de 1991 a 2002. O “estado da arte” (FERREIRA, 2002) foi empregado como recurso metodológico para análises quantitativas e qualitativas das fontes, com vistas ao mapeamento da produção acadêmica da ANPUH-SP sobre o ensino de História ao longo da temporalidade escolhida. Também se constitui como método investigativo a “abordagem do ciclo de políticas” (MAINARDES, 2006), recurso para análise de políticas educacionais que evidenciou a inexpressividade do discurso anpuhano nos espaços decisórios que concebem as diretrizes educativas. Tal fato não diminuiu o impacto das ações da ANPUH-SP na prática profissional, decorrente de processos de ressignificação das políticas instituídas conduzidos pela ampla participação de professores de História da educação básica em seus espaços de discussão, como Encontros, Grupos de Trabalho – GTs e Oficinas.
In a time of unceasing technological development, of immediacy and massifying media, History as a school discipline tempts to make the new generations do not forget the human path and knowledge accumulated over time. However, the curricular policy São Paulo faz Escola, conducted by the Secretaria de Estado da Educação de São Paulo - SEE-SP, since 2008, seems not to be in tune with this purpose, because, in seeking to improve students’ performance in foreign evaluations systems, overestimated the reading and writing skills in the curricula, which resulted in damage to other disciplinary fields such as History. Faced with this problem and guided by the conviction that there are inherent relationships to academic history and history as a school subject, this research aims to understand the position of the Associação Nacional de História - ANPUH, represented by the action of its members in the meetings of the São Paulo regional nucleus, before the São Paulo faz Escola curricular reform for History field, between 2008 and 2016. In need to historically base this research and apprehend the identity of ANPUH-SP, the considerated time was enlarged back to 1990, so that summary and annals of state meetings of fourteen biannual reunions were analyzed. Also as a part of this documentary expansion, it was considered the Boletim do Historiador, a periodical publication of ANPUH-SP, published between 1991 and 2002. The concept “state-of-the-art” (FERREIRA, 2002) was useful as a methodological resource for quantitative and qualitative sources, in order to map the academic production of ANPUH-SP about the teaching of History throughout the chosen temporality. Yet, also as an investigative method, the “policy cycle approach” (MAINARDES, 2006) is a resource for the analysis of educational policies that evidenced the inexpressiveness of the ANPUH’s discourse in the decision-making spaces that conceive the educational guidelines. This fact did not diminish the impact of ANPUH-SP's actions in professional practice, due to the processes of resignification of the instituted policies led by the broad participation of History teachers of basic education in their spaces of discussion, such as Meetings, Working Groups and Workshops.
In a time of unceasing technological development, of immediacy and massifying media, History as a school discipline tempts to make the new generations do not forget the human path and knowledge accumulated over time. However, the curricular policy São Paulo faz Escola, conducted by the Secretaria de Estado da Educação de São Paulo - SEE-SP, since 2008, seems not to be in tune with this purpose, because, in seeking to improve students’ performance in foreign evaluations systems, overestimated the reading and writing skills in the curricula, which resulted in damage to other disciplinary fields such as History. Faced with this problem and guided by the conviction that there are inherent relationships to academic history and history as a school subject, this research aims to understand the position of the Associação Nacional de História - ANPUH, represented by the action of its members in the meetings of the São Paulo regional nucleus, before the São Paulo faz Escola curricular reform for History field, between 2008 and 2016. In need to historically base this research and apprehend the identity of ANPUH-SP, the considerated time was enlarged back to 1990, so that summary and annals of state meetings of fourteen biannual reunions were analyzed. Also as a part of this documentary expansion, it was considered the Boletim do Historiador, a periodical publication of ANPUH-SP, published between 1991 and 2002. The concept “state-of-the-art” (FERREIRA, 2002) was useful as a methodological resource for quantitative and qualitative sources, in order to map the academic production of ANPUH-SP about the teaching of History throughout the chosen temporality. Yet, also as an investigative method, the “policy cycle approach” (MAINARDES, 2006) is a resource for the analysis of educational policies that evidenced the inexpressiveness of the ANPUH’s discourse in the decision-making spaces that conceive the educational guidelines. This fact did not diminish the impact of ANPUH-SP's actions in professional practice, due to the processes of resignification of the instituted policies led by the broad participation of History teachers of basic education in their spaces of discussion, such as Meetings, Working Groups and Workshops.
Descrição
Palavras-chave
Associação Nacional de História – ANPUH, Ensino de história, Políticas educacionais, São Paulo Faz Escola, Ciclo de políticas, History teaching, Policy cycle