Perceptions of high school students on historical knowledge: The teaching of history between the knowledge taught and the knowledge designated to be taught

Abstract

Science is at the center of public debate. Unusual terms and concepts in the vocabulary of the general population such as proof, randomized trial, sample, blind study, double blind and hypothesis win the written and spoken press. Parallel to this context, the emergence of false news accompanied by external pressures (economic, political and social) to the laboratory reveal how little Brazilians know about science. In the case of the humanities and history in particular, this context is even more complex. In this sense, this article seeks to identify the perceptions that students of the 3rd year of high school have about history. Through a qualitative and quantitative research and a semi-structured questionnaire, based on the Likert scale and applied to primary education schools via Google forms, it was possible to identify the perceptions of young people regarding the teaching of history throughout primary education. Research indicates that most students do not know how to identify scientific knowledge and the textbook is the main access to historical knowledge.