THE CURRICULUM COMPONENT OF HISTORY FOR STUDENTS IN THE FINAL YEARS OF ELEMENTARY SCHOOL

AN ANALYSIS OF THE BNCC GUIDELINES

Abstract

This article is an excerpt from an ongoing master’s thesis that seeks to analyze how the history component of the curriculum for the final years of elementary school is addressed by the National Common Core Curriculum (BNCC), based on the understanding that this is a normative document stemming from educational reforms that have been gaining momentum in Brazil, particularly following the World Conference on Education for All, held in Jomtien, Thailand, in the early 1990s. The method of analysis adopted is dialectical historical materialism supported by bibliographic research, based on a critical theoretical framework, namely: Ponce (2001), Brandão (2007), Saviani (2024), Silva (2023), Malanchen (2021), among others; and documentary research, through an analysis of the 2017 National Common Core Curriculum (BNCC). The preliminary results indicate that the specific competencies of the History discipline in the final years of elementary school are limited to an understanding of historiographical practice, such that they do not contribute to the critical education of students, given that this teaching model denies the existence of class struggle, with the aim of adapting individuals to the demands of capitalist society.