Um diálogo entre professores: o saber histórico e letramento nos anos iniciais do ensino fundamental

Abstract

This work aims to establish a dialogue between History teachers and pedagogues, focusing on an analysis of knowledges mobilized by teachers facing the curricular organization of History in elementary school and discussing the concepts of historical science combined with school programs in the process of students‟ literacy. The action research considered pedagogues who teach History in elementary school (3rd to 5th grades) at Escola Municipal Professor Gerardo Milton de Sá in Fortaleza-CE. In order to build the study, a collective construction of knowledge/actions was proposed with the school educators who teach History, through a combination of meetings and workshops, in the perspective of a continuous training of teachers. Logic procedures of the historical research method were used to guide the proposed activities in the workshops, assuming that the continuous training of teachers must provide meaning/reason to the relation between historiographic knowledge and classroom experience. This training aims to discuss and contribute with strategies derived of History research method leading to the comprehension of the concepts of history, local history, time, temporalities, historical sources, identity and literacy in elementary school, with the purpose of overcoming the current teaching model in the initial grades that is based on a traditional, linear and naturalized conception of History.