A History curriculum in a context of socio-political and paradigmatic changes: the teachers' voices

Abstract

This article presents the results of a research that intends to explain the paradoxical reactions of teachers to the new History program based on the marxist paradigm and to identify the changes emerging from these reactions. Our research has lead us to the conclusion that teachers were in process of paradigm's changing, trying to adjust the Marxist view with that of the New History and taking into account, at the same time, the political and social changes prevailing in the brazilian society.

History teaching; Socio-political changes; Curriculum changes