O ensino de História em Portugal durante a ditadura: determinantes epistemológicos e condicionamento político no trabalho docente
Abstract
Neste artigo procura-se caracterizar o ensino da História durante o Estado Novo através dos objectivos que lhe foram legalmente atribuídos e analisar como determinadas concepções epistemológicas se adequaram a uma ideologização da História e do seu ensino. Num segundo momento, através de documentos de avaliação utilizados por professores de história, analisa-se ainda, como os professores do ensino liceal, portadores de concepções epistemológicas diferentes, desenvolveram estratégias de ensino que procuravam ultrapassar esta ''história institucional", apesar das fortes condicionantes político, ideológico e legais, que sobre eles pesavam. O que vai de encontro ao que autores de diversas áreas científicas, como sejam o Desenvolvimento Curricular e a Sociologia do Conhecimento e da Educação têm salientado dos aspectos mais profundos do currículo. A focagem das determinantes epistemológicas permite analisar e questionar as visões do conhecimento expressas no currículo, e de como estas podem interferir na própria concepção do processo educativo. Identificar as suas implicações na avaliação permite-nos desenvolver atitudes de reflexão e questionamento sobre o mundo do conhecimento e uma vigilância, sempre necessária, sobre novas formas de cronística oficial.
Palavras-chave: ensino de história, Portugal, história da educação.
Abstract
This article tries to characterize the teaching of History during "Estado Novo", through the objectives that were legally ascribed, and analyze how certain epistemological conceptions were phyable to an ideologisation of History and its teaching. Using evaluation documents used by history teachers, it is also analyzed how grammar school teachers, inibued with different epistemological conceptions, developed strategies which tried to side step "institutional history", despite the strong political-ideological and legal constraints they faced. This is in agreement with the finding of several authors in such scientific areas as Curriculum Development and Sociology of Knowledge and Education. The focus on epistemological determinants allows as to analyze and question the views on knowledge as expressed in the curriculum and how these can interfere in the conception of the educational process.
Keywords: teaching of History, Portugal, education history.
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