Por que estudar História? A função da História para a realidade prática do aluno do 6º ano

Abstract

The article starts from the following question: why study History, particularly in the 6th year? In view of this, we sought to present a synthesis of the history of History teaching, contextualize school history since the country's redemocratization process in 1988, and, from this, identify problems involved in the difficulty of practical understanding of the History discipline in the Elementary Education. The problem in question arose from the observations and reflections carried out during the mandatory curricular internship experiences. To this end, bibliographical research was carried out. It is concluded that it is necessary to consider the specificities of 6th year students (articulation between neurobiological changes and new social relationships, new dynamics of schedules, teachers, many different school subjects, etc.). To achieve this, it is necessary for the school community to work together in the students' adaptation process, to accept the difficulties faced by students and think of ways to solve the problems. History teaching, in particular, needs to contribute to the identity formation of this school audience so that they improve their process of appropriating historical concepts and knowledge and have the possibility of understanding the reasons for studying History.