O presente trabalho versa sobre a escrita da História em dois jogos digitais baseados na temática da Revolução Francesa. Os artefatos analisados foram Tríade: liberdade, igualdade e fraternidade e Assassin’s Creed Unity. O primeiro, produzido pela Universidade do Estado da Bahia (UNEB), no contexto de uma chamada pública para financiamento governamental de jogos digitais com destinações educacionais. O segundo, desenvolvido por um dos maiores estúdios criadores de jogos digitais do mundo, a Ubisoft. O foco da pesquisa se concentrou na análise das concepções de tempo e de História presentes nos dois produtos, de modo que isso possa contribuir com professores que pretendam utilizá-los como recursos didático-pedagógicos no ensino de História. Para realizar a pesquisa foi necessário jogá-los, sob um olhar atento para as imagens, a paisagem sonora e a narrativa interativa, característica desse tipo de artefato digital. Os resultados da investigação sugerem que existem semelhanças nas concepções de História nos dois jogos, pois ambos apresentam certo apego a um tipo de História dos grandes homens e dos grandes acontecimentos. Mas positivamente, o jogo educacional possui uma personagem feminina como protagonista da narrativa, ao contrário do comercial, em que é essencialmente masculino. Por outro lado, o jogo produzido pelo grande estúdio, possui uma complexa concepção temporal, apresentando ao jogador múltiplas temporalidades simultâneas, mas o jogo educacional, tem predominantemente uma concepção linear de tempo histórico. É fundamental, portanto, em caso de utilização como recurso didático-pedagógico no ensino de História, a intervenção do professor para sanar os limites desses artefatos, de maneira que os estudantes construam conhecimento histórico. / This paper deals with the writing of History in two digital games based on the theme of the French Revolution. The artifacts analyzed were Tríade: liberty, equality and fraternity and Assassin's Creed Unity. The first, produced by the University of the State of Bahia (UNEB) in the context of a public call for government funding of digital games with educational destinations. The second, developed by one of the world’s greatest creator studios of digital games. The aim of the research focused on the analysis of the concepts of time and History presented in both products, so that it may contribute to teachers who wish to use them as a teaching-learning resource in the teaching of History. To conduct the survey, it was necessary to play them under a closer look at the images, the soundscape and interactive narrative, characteristics of this type of digital device. The research results suggest that there are similarities in the concepts of History in the two games, as both have a certain attachment to a kind of History of great men and great events. However, in a positive way, the educational game has a female character as the protagonist of the narrative, unlike the commercial in which is essentially male. On the other hand, the game produced by the large studio, has a complex design of time, presenting to the player multiple simultaneous time frames, but the educational game has a predominantly linear conception of historical time. It is essential, therefore, when using as a didactic-pedagogic resource in teaching History, teacher intervention to remedy the limitations of these devices, so that students build historical knowledge.

Submitted by LARISSA VIANA (larissaviana@id.uff.br) on 2017-08-31T13:26:11Z No. of bitstreams: 1 A história do índio Antônio Felipe (Poti) Camarão.pdf: 14140829 bytes, checksum: a02d0278da9e718ead00140a98175800 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-09-18T15:16:18Z (GMT) No. of bitstreams: 1 A história do índio Antônio Felipe (Poti) Camarão.pdf: 14140829 bytes, checksum: a02d0278da9e718ead00140a98175800 (MD5) / Made available in DSpace on 2017-09-18T15:16:18Z (GMT). No. of bitstreams: 1 A história do índio Antônio Felipe (Poti) Camarão.pdf: 14140829 bytes, checksum: a02d0278da9e718ead00140a98175800 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O trabalho se apresenta sob a forma de um produto, um livro dirigido ao público escolar e geral, cujo tema central é a análise da história do indígena Antônio Felipe Camarão. O objetivo central do trabalho é compartilhar e gerar conhecimento sobre a temática indígena a partir de reflexões mobilizadoras, despertadas pela trajetória docente do autor e pelas reflexões propiciadas pelo Profhistória. A proposta é colaborar com a implementação da Lei n° 11.645/08, que torna obrigatória a temática indígena no currículo das redes de ensino público e particular. Nesse sentido, deseja-se contribuir com a produção de material destinado ao ensino e reflexão sobre a temática dos povos indígenas a partir da trajetória de Antônio Felipe Camarão nas guerras pernambucanas do século XVII. / This dissertation is presented in the form of a product, a book aimed at the school and general public, whose central theme is the analysis of the history of the indian Antonio Felipe Camarão. The central objective is to share and generate knowledge about indian history, from a perspective inspired by the teaching trajectory of the author and the reflections offered by Profhistória. The proposal is to collaborate with the implementation of Law No. 11.645 / 08, which mandates the teaching of indian history in the curriculum of public and private school systems. In this sense, we want to contribute to the production of material for the teaching and reflection on the theme of indigenous peoples considering Antonio Felipe Camarão trajectory in Pernamabuco wars of the seventeenth century.

O presente trabalho analisa a produção audiovisual escolar a partir dos acervos de dois concursos de vídeos escolares: o Kid Witness News da Panasonic (1989-2015) e o Festival do Minuto (2010-2013). A pesquisa reuniu 791 vídeos escolares de escolas do Brasil e de outros 33 países. Essas obras foram compreendidas como práticas instigantes da cultura escolar (VIÑAO FRAGO, 2007; JULIA, 2001), constituindo-se em um privilegiado campo de tensões entre a estrutura escolar moderna e as transformações da cultura contemporânea no final do século XX e início do século XXI (BAUMAN, 1999; GIDDENS, 2007; TIRAMONTI, 2005). Em diálogo com os conceitos de cibercultura (LÉVY, 1999) e virtualidade real (CASTELLS, 1999), a pesquisa investiga o lugar da produção audiovisual na escola contemporânea e, particularmente, no Ensino de História e na formação da consciência histórica (RÜSEN, 2010; BERGMANN, 1990). Para tanto, desenvolve uma análise preocupada em discutir as condições de produção próprias dos vídeos escolares; os critérios de análise específicos para avaliar a produção escolar; o trânsito entre as formas narrativas midiáticas, cinematográficas e suas apropriações pela cultura escolar; e, a identificação de alguns temas gerais da cultura escolar audiovisual contemporânea. Assim, espera-se contribuir para a reflexão sobre os desafios e as potencialidades da produção audiovisual no Ensino de História em escolas, cada vez mais, integradas à cibercultura e tensionadas pela virtualidade real. / This research analyses the school audiovisual production from the collection catalogue of two school video contests: Panasonic Kid Witness News (1989-2015) and Festival do Minuto (2010-2013). The survey gathered 741 videos produced in schools from Brazil and other 33 countries. These works were perceived as engrossing practices of school culture (VIÑAO FRAGO, 2007; JULIA, 2001), organizing themselves as a privileged field of tension between the modern school structure and the transformations of contemporary culture at the end of the twentieth century and beginning of the twenty-first (BAUMAN, 1999; GIDDENS, 2007; TIRAMONTI, 2005). Considering the concepts of cyberculture (LÉVY, 1999) and real virtuality (CASTELLS, 1999), the research investigates the place of audiovisual production on contemporary school, particularly on History Teaching and on the formation of students historical consciousness (RÜSEN, 2010; BERGMANN, 1990). As a means to reach this goal, this work develops an analysis concerned with the discussion of the following issues: the production conditions that are peculiar to school videos; specific analysis criteria for the assessment of school production; the transit between the mediatic and cinematographic narrative forms and their appropriation by the school culture; and, the recognition of some general themes on the contemporary audiovisual school culture. Thus, the research aims at contributing to the reflections about the challenges and potentialities of audiovisual production on History Teaching in schools, which is increasingly integrated to the cyberculture and tensioned by the real virtuality.

Nessa pesquisa, o ensino de História é investigado considerando duas esferas. A primeira compreende a análise retrospectiva das produções acadêmicas e das propostas curriculares elaboradas pela rede municipal de ensino de São Paulo no período 1982-2012, de maneira a contextualizá-las em relação às disputas político-ideológicas e epistemológicas em torno da configuração da História no currículo escolar da escola básica, bem como localizar as teorias pedagógicas e historiográficas que as fundamentam. A segunda implica a abordagem de inspiração etnográfica, que pressupõe processos interativos entre o pesquisador e a realidade observada possibilitando focalizar o currículo construído na sala de aula, por meio do levantamento e análise das práticas cotidianas dos professores de História em uma escola do município. Em específico, o estudo centrou-se nos processos de apropriação e reconfiguração das orientações curriculares oficiais frente às exigências postas ao ensino da disciplina, no contexto da sala de aula, de maneira a capturar os processos sociais envolvidos nas relações de trocas culturais ocorridas no cotidiano escolar. A análise das informações sobre as práticas, coletadas ao longo do ano letivo de 2012, permitiu esboçar um entendimento sobre as estratégias e práticas utilizadas pelos professores de História, em face das propostas curriculares oficiais. Diante do desafio de configurar o currículo real ao longo do processo ensino-aprendizagem, os docentes procuram adequar as orientações ao contexto escolar, modelando os processos de seleção e organização dos conteúdos, o ritmo do processo de ensino e os critérios de avaliação dos alunos. A prática dos professores tem a ver com os significados que eles atribuem a tais orientações, os quais são perpassados pelos saberes provenientes da sua formação acadêmica e experiência na docência, bem como por aspectos da cultura escolar e da especificidade do ensino de História. Esse amálgama resulta em processos de ensino-aprendizagem em que estão presentes recortes do ensino tradicional e noções e conceitos contemporâneos, veiculados pelas pesquisas mais recentes sobre o ensino da disciplina na escola básica. / In this research, the teaching of History is investigated considering two spheres: the first comprises the retrospective analysis of academic productions and curriculum proposals drawn up by the municipal education system in the period 1982-2012, in order to contextualize them in relation to political-ideological and epistemological disputes around the History configuration in the curriculum of primary school as well as locate the educational and historiographical theories that underlie them. The second part implies the ethnographic inspiration approach, which involves interactive processes between the researcher and the observed reality allowing the focus on the curriculum built in the classroom, through the survey and analysis of History teachers daily practices at a municipal school. In particular, the study focused on the processes of appropriation and reconfiguration of the official curriculum guidelines front the demands placed to the discipline teaching in the context of the classroom, in order to capture the social processes involved in the relations of cultural exchanges occurred in the school routine. The analysis of information on practices, collected throughout the school year 2012 , made it possible to outlinean understanding of the strategies and practices used by History teachers facing the official curriculum proposals. Faced with the challenge of setting up the actual curriculum throughout the teaching-learning process , teachers seek to adapt the guidelines to the school context , modeling the processes of selection and organization of content , the pace of the teaching process and student assessment criteria. The practice of teachers has to do with the meanings they attribute to such guidelines , which are steeped by knowledge from their academic background and teaching experience , as well as aspects of school culture and specificity of the History teaching . This amalgamation results in teachinglearning processes excerpts of \"traditional\" teaching and notions and concepts \"contemporaries\", conveyed by the latestresearch on the teaching of the discipline in primary school.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-30T18:49:18Z No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) / Made available in DSpace on 2017-10-30T18:49:18Z (GMT). No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) Previous issue date: 2016-10-31 / CAPES / This study aims the development of assessment parameters of historical learning for the curriculum study about History teaching for the 6th grade of elementary school. The 6th grade of basic education consists in a crucial stage of school development, where contents and schooled knowledge start to be increasingly worked in a deepen and complex way. Each area of knowledge starts to receive a specified approach, demanding from the student the progressive learning and familiarity with specific theories and methodologies from each school subject matter even more focused. The teaching-learning process of History in the school, as knowledge and procedure mediated by the scientific treatment, also requires more and more from the student the mobilization of critical and interpretative skills to the understanding conscious of yourself and the world in which it is inserted, enabling that individual act as historical subject and agent of change, individual and collective. As protagonist and mediator of this learning process, the teacher of History has to have clarity of their goals and timing systems and historical thinking modelyzing in the History?s curriculums for this phase. Proposed parameters for the critical evaluation of the contents and practices suggested and produced from official curriculum documents of History teaching for the 6th grade in the city of Rio de Janeiro could assist teachers/historians to develop reflections and practices that have the objective of stimulating in their students a historical learning that provide a historical consciousness critical-genetics. The development of this historic perception of world would allow the full insertion of the individual in society due to its liberating-emancipated ability, forming a consciousness and a tolerant and active praxis. The study is based on theoretical-methodological assumptions about historic learning outlined by J?rn R?sen in his work about theory of the History, in which he dwells on the learning and formation of historical consciousness. Other authors and concepts are deployed throughout the work, with the goal of allowing a broad dialogue about the issues of the curriculum, the teaching and the schooling of History. A comparative study about the National Curriculum Parameters (PCNS) and the Curricular Guidelines of Rio de Janeiro for the teaching of history of the 6th grade has done in order to elaborate proposals for critical evaluation parameters. / O presente trabalho tem por objetivo a elabora??o de par?metros cr?ticos de avalia??o da aprendizagem hist?rica para o estudo curricular sobre ensino de Hist?ria para o 6? ano do ensino fundamental como instrumentos para auxiliar o docente de Hist?ria na an?lise de propostas curriculares preexistentes e na elabora??o de sua pr?pria proposta curricular de aprendizado hist?rico. O 6? ano de escolaridade da educa??o b?sica consiste numa fase crucial do desenvolvimento escolar, onde conte?dos e conhecimentos escolarizados passam a ser trabalhados de forma cada vez mais aprofundada e complexificada. Cada ?rea do conhecimento recebe agora uma abordagem especificada, demandando do aluno o progressivo aprendizado e familiariza??o com teorias e metodologias pr?prias de cada mat?ria escolar de maneira ainda mais focalizada. O processo de ensino ? aprendizagem da Hist?ria escolarizada, como conhecimento e procedimento mediados pelo tratamento cient?fico, igualmente exige cada vez mais do educando a mobiliza??o de capacidades cr?ticas e interpretativas para a compreens?o consciente de si mesmo e do mundo em que est? inserido, possibilitando a esse indiv?duo atuar como sujeito hist?rico e agente de mudan?a, individual e coletiva. Como protagonista e mediador desse processo de aprendizagem, o docente de Hist?ria precisa ter clareza de seus objetivos e dos regimes de sentido de tempo e pensamento hist?ricos modalizados nos curr?culos de Hist?ria para essa fase escolar. Propostas de par?metros para a avalia??o cr?tica dos conte?dos e pr?ticas sugeridos e produzidos a partir de documentos curriculares oficiais de ensino de Hist?ria para o 6? ano na cidade do Rio de Janeiro poderiam auxiliar os professores/historiadores a desenvolver reflex?es e pr?ticas que tenham o objetivo de estimular em seus educandos uma aprendizagem hist?rica que os facultasse a constituir uma consci?ncia hist?rica cr?tico ? gen?tica. O desenvolvimento desta percep??o hist?rica de mundo permitiria a plena inser??o do indiv?duo na sociedade devido a sua capacidade libertadora ? emancipadora, formando uma consci?ncia e uma pr?xis emp?tica (de reconhecimento, respeito e defesa das diferen?as) e ativa. O estudo se baseia em pressupostos te?ricos ? metodol?gicos da aprendizagem hist?rica esbo?ados por J?rn R?sen em sua obra sobre teoria da Hist?ria, onde se debru?a sobre a aprendizagem e forma??o da consci?ncia hist?rica. Outros autores e conceitos s?o mobilizados ao longo do trabalho, com o objetivo de permitir um amplo di?logo sobre as quest?es do campo do curr?culo, da doc?ncia e do ensino de Hist?ria. Realizou - se um estudo comparativo dos Par?metros Curriculares Nacionais (PCNS) e das Orienta??es Curriculares do Munic?pio do Rio de Janeiro para o ensino de Hist?ria do 6? ano com o objetivo de elaborar as propostas de par?metros de avalia??o cr?tica.

Made available in DSpace on 2017-07-10T16:16:58Z (GMT). No. of bitstreams: 1 Andre parte 1.pdf: 8787498 bytes, checksum: 83b667c52b0403120245a5c716ef9e0b (MD5) Previous issue date: 2014-04-01 / In this essay we aim to understand the theoretical-methodological assumptions of teaching the discipline History in public schools of the city of Cascavel in the period between 1990 to 2013, in the light of social, economic and political transformations. Specifically the process of elaboration of the curriculum for the municipal public education network of Cascavel and the implementation of the assumptions of the discipline of History. The adopted timeframe of Brazilian education reform takes place, with the launch of the basic curriculum for schools in the State of Paraná, with the deployment of new LDB (1996) and PCNs (1997) and also the AMOP curriculum (2007) and the municipality of Cascavel-PR (2008). Given these curriculum guidelines focusing on one State and region, we inquired what were the theoretical-methodological assumptions that paved the way the teaching of History, particularly in municipal public schools of Cascavel? And to what extent this new proposal has been implemented? We discussed some theoretical-methodological elements, noting its impact on the teaching of History. We conducted a bibliographical and documentary sources. We conducted field research with teachers of elementary school in Cascavel on new curricular proposal on teaching History in the studied period. We understand that there are problems such as: (i) right about the implementation of standoff theoretical-methodological assumptions of the curricular proposal of teaching History in the city of Cascavel due the intense flow of teachers in public municipal network; (ii) the primacy of form over content; (iii) difficulty of theoretical domain of the proposal on the part of teachers; (iv) the difficulty of understanding of the proposal; and (v) the distance between the formulation of the proposed curriculum and its applicability in practice, resulting in an organic and unitary process / Neste trabalho visamos compreender os pressupostos teórico-metodológicos do ensino de História da rede municipal de ensino de Cascavel no período entre 1990 a 2013, à luz das transformações sociais, econômicas e políticas. Especificamente o processo de elaboração do Currículo para a rede pública municipal de ensino de Cascavel e a implementação dos pressupostos da disciplina de História. O recorte temporal adotado refere-se ao período que compreende das reformas na educação brasileira, com o lançamento do Currículo Básico para as escolas do Estado do Paraná, com a implantação da nova LDB (1996) e dos PCNs (1997) e também do currículo da AMOP (2007) e do município de Cascavel-PR (2008). Diante dessas orientações curriculares incidindo em um mesmo Estado e região, indagamos quais foram os pressupostos teórico-metodológicos que embasaram o ensino de História, em especial nas escolas públicas municipais de Cascavel? E em que medida essa nova proposta vem sendo implementada? Discutimos alguns elementos teórico-metodológicos, verificando suas repercussões no ensino de História. Realizamos um levantamento bibliográfico e de fontes documentais. Realizamos pesquisa de campo com professores do Ensino Fundamental em Cascavel acerca da nova proposta curricular sobre o ensino de História no período estudado. Compreendemos que existem problemas como: (i) certo impasse quanto à implementação dos pressupostos teórico-metodológicos da proposta curricular do ensino de História no município de Cascavel devido ao intenso fluxo de professores na rede pública municipal; (ii) a primazia da forma sobre o conteúdo; (iii) dificuldade de domínio teórico da proposta por parte dos professores; (iv) a dificuldade de entendimento da proposta; e (v) a distância entre a formulação da proposta curricular e sua aplicabilidade na prática escolar, resultando num processo não orgânico e unitário

This diploma thesis is focusing on the application of the French text analysis method in history teaching in the Czech Republic. The objective of this thesis is to introduce the French method not only theoretically, but also to create specific lessons based on it. The terminology uses the term method for the translation of the French term méthode. The basis for this thesis is mainly drown from the French history textbooks, the interviews with the teachers and the history lessons in French. The thesis is divided into theoretical and practical part. The theoretical part deals with the introduction of history teaching in France, including the textbooks used at both primary and secondary schools. Furthermore, it presents the individual methods of working in history lessons according to the French method. In the practice part, this thesis presents the lessons prepared for history lessons in Czech, which were realized during the school year 2018/2019 at the bilingual section of the Jan Neruda Grammar School in Prague. These lessons were created for the purpose of this work based on the French method or were translated from French history textbooks. Lessons are devoted to both Czech and world history from antiquity to the 18th century. Written and pictorial sources are used. This thesis has shown that...

<p>During Apartheid, the history subject in South African national education and the use of history served as fuel both for apartheid as well as for counterhistoriography. Afterthe 1994 elections, the official debate used phrases like "reconciliation through truth" and "knowledge about the past" in order to"move on". The national institution the Truth and Reconciliation Commission advocated a shared understanding of the past for promoting reconciliation. Considering historiography’s earlier contested use, one might expect the history subject in post-apartheid national education would be emphasised as very important, serving as an important tool for the general shaping of South African identity.</p><p>Earlier research as well as my own study, has shown that this is not the case. From the viewpoint of history teachers in South African schools and through various documents on South African post-apartheid education, it seems that the major shift in South African education is the one to an outcome-based approach (OBE). The approach and the new Curriculum (C2005) seem, in fact, have minimised the history subject to the extent that it is no longer a subject in its own right. In addition, the new Curriculum does not list a specific content, which allows the individual teacher large freedom to teach as much or as little about the past as they like. Moreover, what have been emphasised are subjects like science and technology, as well as learning practical skills of "constitutional value". In addition, phrases like "the new patriotism" and "allegiance to the flag" seems to be a recent way to create and promote a shared South African identity.</p>

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O ensino de História se consolidou como relevante objeto de debates e produções acadêmicas relacionadas aos cursos de graduação e pós-graduação, nas áreas de Educação e História. Todavia, esse ensino de história disseminado nas escolas de educação básica ao longo da segunda década do século XXI é fruto das discussões e escolhas feitas nos anos iniciais das décadas de 1970 e 1980. Por tal, afirmamos que, para conhecer criticamente o ensino escolar produzido atualmente, deve-se, primeiramente, compreender o processo de desenvolvimento do mesmo. Este trabalho dissertativo apresenta o ensino de História que se tinha no auge da ditadura civil/militar brasileira – início da década de 1970, evidenciando a importância dos conteúdos Estudos Sociais e Educação Moral e Cívica para a organização do ensino, a partir dos preceitos ideológicos do governo. Evidencia a historicidade dos Estudos Sociais, e em que medida o projeto escola-novista se aproximava, e se distanciava, do modelo aplicado no governo militar. Enaltece algumas propostas de mudanças curriculares para o ensino de 1º, 2º e 3º graus, destacando as intencionalidades por detrás destas. Nesta conjuntura de propostas de mudanças educacionais, apresenta algumas formas de organização da categoria docente em prol de resistir às derrotas educacionais e trabalhistas, que resultariam da implantação destas. E neste momento, destaca a importância da Associação de Professores de História (ANPUH) na organização de formas de resistência e combate às mudanças propostas. E, ao avançar para o período de transição do regime civil-militar para o civil, em meados da década de 1980, destaca a Proposta de Reforma Curricular do Ensino de História, do sistema educacional paulista. Nesta conjuntura, problematiza qual foi a influência exercida pela imprensa, enquanto representante dos interesses convergentes de uma parcela conservadora da sociedade e do governo, no desqualificar dessa proposta, produzida professores de 1º e 2º graus, que compunham a Equipe Técnica de História. A convergência deste debate resulta em compreender como que o currículo escolar consiste em um importante campo de disputas entre o governo, professores e sociedade. / The history teaching has established itself as an important subject of debate and academic productions related to graduate and postgraduate programs in the areas of Education and History. However, this disseminated history teaching in elementary schools throughout the second decade of this century is the result of discussions and choices made in the early years of the 1970s and 1980s. For this, we affirm that to critically know the school education currently produced we should first understand the same development process. This argumentative paper presents the teaching of history at the peak of the brazilian civil/military dictatorship (beginning of the 1970s) emphasizing the importance of Social Studies and Moral and Civic Education contents for the organization of teaching from the ideological precepts of government. It shows the historicity of Social Studies and the extent to which the Novista-school project approaches and distanced itself from the model applied during the military government. We propose some curricular changes for teaching in the 1st, 2nd and 3rd levels, highlighting the intentions behind these. At this juncture of educational change proposals we present some organization forms of the teaching category in favor of resisting the educational and labor losses that result from these deployment. And at that moment we emphasize the importance of History Teachers Association (ANPUH) in organizing forms of resistance and combat of the proposed changes. Reaching the transition from the civil-military to civilian regime, in the mid-1980s, knowing the proposal for curriculum reform of the history education in the São Paulo educational system, we discuss the press influence as representative of the converging interests of a society and government conservative segment, in disqualifying the proposal produced by teachers of 1st and 2nd levels, which composed the technical history staff. The convergence of this debate results in understanding how the school curriculum consists of a major field of ideological disputes between government, teachers and society. / Dissertação (Mestrado)