ABSTRACT
Against the evidences that understand the school education as a product and teachers as accessory figures for the reproduction of alien curricular proposals, this paper proposes to discuss possibilities of curricular projects for the teaching of history in basic education, taking as reference documents produced by undergraduate sit-in-history students when researching elements of school culture, namely, the different school subjects, the discourses, practices and rituals, material culture and school architecture (VIÑAO-FRAGO, 2007VIÑAO-FRAGO, Antonio. Sistemas educativos, culturas escolares e reformas. Portugal, Mangualde: Edições Pedago, 2007.). We return to the understanding of Marc Bloch (2001)BLOCH, Marc. Apologia da História, ou, O ofício de historiador. Rio de Janeiro: Jorge Zahar Ed., 2001., for whom, the office of the historian, and the teacher of History, therefore, implies creative positioning, since it presupposes movement, transformation and renewal. Such a position is in line with the debate around the school culture that takes the school institution as producer of culture and not mere reproducer of cultures that are external to it. We consider the relation between project and destiny (ARGAN, 2004ARGAN, Giulio Carlo. Projeto e destino. SP: Ática, 2004.) to be at stake: to follow the established planned and decided by others and to accomplish the educational product, consummating the much criticized fragmentation between creators and executors or to project, taking the plan for themselves, the design of history class.
Keywords:
History Teaching; Curriculum; School Culture; Projects