Um estudo de caso histórico sobre as mudanças curriculares da licenciatura em Estudos Sociais e em História

Abstract

This paper aims to investigate the changes in the curriculum and in the educational policy for teacher training in the Social Studies and History degrees at the Faculdade de Filosofia Ciências e Letras de Ituverava-SP. We elected the qualitative approach of Historical Case Study. For this, we considered the historical, political-ideological and legal dimensions to conduct this research. In this way, we assume the perspective of History applied to Education, with a basic, descriptive, bibliographic and documental nature. The data collected was analyzed using the Documentary Analysis method (ADOC). First, we discuss theoretically the concept of "Curriculum" and "Curriculum Change Theory" in Ivor Goodson's perspective. Afterwards, we reflect about the implementation of the Curriculum Policies for Higher Education after the military coup that implanted the civil-military dictatorship in Brazil (1964-1985) and its unfoldings in the Social Studies Undergraduate Program. Afterwards, we discuss the process of suppression of the Degree in Social Studies and the return of the Degree in History in the process of Redemocratization (1985) of the country. We built, by means of the Historical Case Study, theoretical and analytical considerations about the FFCL Faculty, relating them to the objectives of this work. As results, we understand that the curriculum policies undertaken by the State, in the context of the civil-military Dictatorship, were geared to meet the interests of national and international capitalism. It sought to structure prescriptive curricula based on curricular reforms, adopting external models. The prescriptive curriculum of the Degree in Social Studies and later of the Degree in History of the FFCL provided us with elements to interpret its formalization resulting from the centralization of educational policies in the State, involving in each historical moment disputes, objectives and political and economic aspirations related to higher education. We conclude that the curricular changes in the Social Studies course at the FFCL were made from the "external curricular change" commanded by "external groups" to the institution. By means of a "top-down" movement, they were elaborated and applied "vertically" by the State, mainly during the civil-military Dictatorship (1964-1985), attending national or international interests, or a combination of them. With the re-democratization, the professionals of education sought, through movements of contestation, to refract "from the bottom up" the failed curricular policies of teacher education commanded externally.