Democracy, disciplinary tradition and the challenge of building curriculums: receptions to BNCC towards history component

Abstract

The present article treats the first National Common Curricular Basis/BNCC, area of History and its reception facing entities of professional representation. In this sense, it aims to map part of the critiques formulated to the document, by means of public manifestations and understanding in which way they dialogue with the conceptions projected to the teaching of history in basic education. By centering in the reception of the Basis initial version, later altered almost in its totality, the intention is to comprehend part of the reasons that took the reaffirmation of a curriculum established in the centrality of contents and in the perspective of its quadripartite organization, in linear chronology. Appealing concepts of coloniality of power and knowing to think the question, the guiding hypothesis of the investigation is that such choice highlights, mainly, two elements: on the one hand, historicity of curricular organization of the history component in the country, despite of all critiques and questionings suffered, including by those who keep it as such in the courses of teachers training of this area in the universities; and, on the other hand, interests linked to many subareas in which quadripartite division of history has turned out to creating and disseminating them.