A disciplina de Estudos Sociais disposta na Lei nº 5.692/1971 : rupturas e avanços da disciplina de História contidas na Lei nº 9.394/1996

Abstract

From the curriculum reforms of 1971 (Law 5,692) Social Studies was implemented, a discipline that made a junction between History and Geography. This convergence lasted until the mid-1990s, gaining legitimacy through Law 9,394/1996. From there, History and Geography are dismembered and assume their peculiarities in the Brazilian school curriculum. The above considerations guided the development of this research when analyzing restrictions imposed on the Discipline of Social Studies, with regard to the objectives of offering the second stage of Elementary School, generating opposition to any attempt with a democratic bias with the Discipline of History. To this end, documentary research was carried out, especially on the two aforementioned laws and others related to the right to schooling and to the citizen, such as the Federal Constitution of 1988. The theoretical contribution was carried out by bibliographic research with a qualitative approach based on texts, whose authors discuss the theme in question. The analyzes and discussions focused on the Discipline of History in the context of the reforms of primary and secondary education in Law N. 5,692, of 1971, passing through political, economic and social aspects during the civil-military dictatorship (1964-1985). In continuation, the research approaches the process of redemocratization of the teaching of History having as focus the Federal Constitution of 1988 and the Law of Directives and Bases of the National Education of 1996; highlights the aspects that converge and those that diverge in the aforementioned laws with regard to the Subject of History. The study pointed out that at the beginning, the discipline of History is promoted to a small elite, that is, it presents excluding traits. From this perspective, in the context of this study (1971 – 1996), the Discipline History is merged with Geography and is inserted in Social Studies. After that time, which was ruled by a military dictatorship (controlling and also excluding), Brazil enters the redemocratization phase and the referred subject is dissociated from Geography, regaining its place as a History subject in school curricula. However, when we reflect on this trajectory, we are faced with the return of the Discipline of History that is still under a dominance that constantly presents proposals, amendments and programs without autonomy with effectiveness. But innovations such as: greater autonomy of the History discipline, which is no longer a positivist discipline based on personality, great deeds and political personalities, a space for everyone to become a subject, that is, History is made by us and not for us. It is no longer an approach that continues to benefit a minority that is part of the hegemonic class to the detriment of the mass that, in the eyes of the dominant, must be prepared only at the level of technical manpower. These aspects lead us to Marx's concept of Omnilateral and Unilateral formation by highlighting that the universalization of education that permeates generations, maintains a duality. Even though he was somewhat utopian, Marx saw formation outside the scope of the limitation that uniterality imposes. In the unilateral context, the student has his training process reduced. On the other hand, in Omnilaterality, the formation of subjects occurs in a more complete way, with the teacher as a mediator in the process of developing their own knowledge, considering their experience, experiences, critical skills as aspects present in their formation for citizenship.