O Ensino de História no currículo integrado: um lugar de fronteiras no curso técnico em informática do Instituto Federal de Mato Grosso do Sul

Abstract

The thesis caracterizes as a case study of an educational curriculum called Integrated Curriculum, of the Federal Institute of Mato Grosso do Sul, focusing especially the Curricular Unit History, in five campus - Aquidauana, Corumbá, Dourados, Naviraí e Nova Andradina - who offer the Integrated Middle Level Technical Course in Informatics or Informatics for the Internet. So that it was possible to enter the object, bibliographic review was necessary, as well as, knowledge of the legislation, regulations and guidelines that guide the modality of Professional Education, besides to constituting two Course Plans as a source of research, implemented at two moments in the institution's history in Mato Grosso do Sul. As a result of the analysis of these and other institutional documents, such as Institutional Development Plan, Statute of the IFMS, and Pedagogical Guidelines, get as a point of arrival an analysis who took advantage of the comparative methodology between two syllabuses of the Curriculum Program of the discipline of History, whose the temporal distance between one and the other is a decade. In weaving of this thesis, some semi-structured interviews were carried out, being the first with a teacher trainer from the Rede Federal, which elucidated relevant aspects of the construction and experience of a curriculum that is intended to be integrated. Subsequently, five History teachers, one from each campus, were interviewed through digital platforms, more coherent option given the Covid-19 pandemic context. A year before these interviews, the teachers collaborated with the acceptance to answer an exploratory questionnaire, whom provided preliminary information about their history teaching practices. The dialogue with the field of Education was an elementary factor to make historiographical, especially through the contributions of theorists who discuss the curricular field. In this frontier place, I do an analysis, on the one hand, regulations, prescriptions (oftentimes of instrumental rationality) and curricular trends for professional education, and, on the other side, the sense of History Didactics in technical school education, whose essential character is the pretension of an emancipatory humanist formation. To support the second frontier margin, it is reaffirmed that exchanges, dialogues and recognition of difference are conditions for understanding the Teaching of History as a frontier place. By analyzing and comparing the History course syllabuses in the two Pedagogical Projects studied, possible advances are indicated towards a History Teaching closer to the students' social reality, permeated by cultural differences that, without any doubt, when debated within the curriculum can effectively contribute to a critical and emancipatory citizen formation. In the final part of the thesis, based on the most recent researches by Jörn Rüsen, a proposal from the field of Theory of History, the New Humanism, is indicated, as a theoretical and didactic bet, in the context of History Teaching, for a intercultural mediation, and for the possibility of school subjects to understand their social place in an increasingly globalized historical context.