Instaurando maneiras de ser, conhecer e interpretar

Abstract

This article proposes to discuses and to question the theme "curriculum & history". On first part, it explains the fundaments proposed to the dissertation, the conception of curriculum & history. On the second, it grants privilege upon authors remarks and personal experience for purpose to: a) characterize what were the curricular activities and the teaching of history, inside primary school particularly, with comments about its implications. b) examine alternatives and forwarding proposed by present debates. It suggests that in the school the apprenticeship around historical contents, other than a pure acquisition of information, implies and actives production of subjectivities or manners of being, knowing and interpreting the world and oneself.

Primary School; Curriculum and History; Subjectivities