Rupturas e continuidades: análise historiográfica do ensino de História no Brasil ( 1969-1996)

Abstract

This article aims to understand the criticisms — and continuities — directed at History Education in Brazil during the period from 1969 to 1996, focusing on publications that are referenced as some of the first in this field of research. For this purpose, a comparative analysis was conducted on works from the aforementioned period, written or organized by authors such as Conceição Cabrini, Déa Fenelon, Ernesta Zamboni, Marcos A. Silva, Miriam Moreira Leite, Sonia Nikitiuk, among others. These works address issues related to the teaching of History in Brazil and, although created in different contexts, they all report on what History teaching was like — in multiple dimensions — in their respective times, while also indicating possible paths to improve teaching and learning processes. Furthermore, an effort was made to define and categorize these works, framing them as scientific dissemination books that can be effectively used. By the end of the analysis, it was possible to identify similarities in the criticisms made over the years regarding the teaching dimension, as well as convergences in the suggestions presented.