Aprender para ensinar, conhecer para descobrir: os ensinos de História nos cadernos de planejamento de uma professora Ana Afra em Natal (1991-1992)

Abstract

The aim of this work is to comprehend the elements that constitute History teachings between the years 1991 and 1992 as found in the planning notebooks of Professor Ana Afra, which were turned into sources upon contact with the NDM - Núcleo de Documentação e Memória da Educação do RN/IFESP - Instituto de Educação Superior Presidente Kennedy. These notebooks, as objects of school culture and daily records, can be revealing of examples of History teaching and learning in the capital of Rio Grande do Norte, handwritten by the teacher for the Ascenção Project, which aimed at adult education and was carried out by municipal government entities in Natal. The methodology developed is based on the historical method and emphasizes the need to create narratives that reveal the diversity of teachings and how History is learned. Drawing on the theoretical framework established by André Chervel (1990) and Dominique Julia (2001). By analyzing how the planning notebooks written by Professor Ana Afra mobilized the historical method in her classes at the beginning of the 1990s, it was possible to understand how students' history was incorporated into the teaching and learning process. Subsequently, identifying the elements that are part of the history teachings for the educational level for which the notebooks were written. This proposition takes into consideration the existing debates within the field of history education research to move beyond a dichotomized historiographical construction limited to productions about traditional and innovative teaching or restricted to educational prescriptions and legislation.