Os saberes históricos escolares e o currículo de história como uma possibilidade emancipatória no ensino médio da educação de jovens e adultos

Abstract

The present research aims to identify elements of a purposed emancipator History Course Plan to teacher´s didactical transposition work in Secondary School for Young and Adult Education (Educação de Jovens e Adultos - EJA). The study comes from the National Basis Papers to the VI Confintea (2008). It brings as theoric support the course conceptions linked to critical and post- criticalknowledge building of didactical transposition. The mentioned theory emerges from French influenced Mathematic didactic which has been source for History didactical and curricular field researches. The work of investigation is a qualitative one, under approach in studies of experience that were developed in two steps: first, questions were applied for eleven teachers in order to make a profile of those who were effective History teachers in Secondary school groups for EJA in Regional Education Management Department North Metropolitan area of Recife/ Pernambuco (Gerência Regional Metropolitana Norte - GRE Metronorte).In the second step, observation and audio recording of classes in fourth bimestrial unit of two History teachers followed by analysis of respective teaching course plan were made. After the mentioned steps, it was made an interview with those teachers which classes were under observation. This was to contrast informations. The data were processed by categories of thematiccontent observation which allowed the analyses of showed content in course plans, classes and interviews. Anyway, the research about didactical transposition as it was purposed to EJA Secondary School History teacher during course plan development have not brought the evidences of constitutive elements in a course plan under emancipator perspective, probably because of the lack in knowledge of such a plan course perspective in the work of these History teachers.