Ensino de história nas séries iniciais: refletindo sobre as datas comemorativas

Abstract

The teaching of history is inserted, in the educational environment, as a discipline that encourages the student's critical formation using the transmission and propagation of memories as a constitutive element. It is noteworthy that the discussion related to the discipline of history should not be limited to professional historians, but should become a target for discussion in the educational sphere. That said, this study was created with the main objective of discussing the teaching of history in the initial grades of elementary school, from the perspective of commemorative dates. These are sometimes worked on in a way that is disconnected from the students' reality, with activities that contribute little to the study of their real meaning, such as presentations, souvenirs and dances in thematic weeks. The problem arose precisely from the need to understand how commemorative dates are taught in the initial grades of Elementary School. Methodologically, a bibliographical review of the literature was carried out, with a descriptive approach and qualitative character. The theoretical scope was anchored in the discussions of Borges (1993), Schmidt and Cainelli (2004), Bittencourt (2012), Lira, Dominico and Martins (2018), Tonholo (2012) and Greff and Treviso (2021). In general, the research showed that commemorative dates in the initial grades are treated in an empty way, with no meaning for students and without criticality. We understand that these moments should be better used to provide opportunities for appropriating the true meanings of such dates.