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The article analyzes the configuration of teaching and learning history in the BNCC -National CurricularCommon History Base for elementary education in the implementation phase by the Ministry of Education in the Brazilian education networks. In the introduction we contextualize the process of elaboration, the tensions and political disputes around the selection of contents. In the sequence we reflect on the prescriptions of how and what to teach and, in the last part, we analyze the PNLD as an instrument of public policy that assumes the role of control and restriction of the teaching autonomy in the schoolcontext.

ensino em re-vista

Saberes históricos prescritos na BNCC para o ensino fundamental: tensões e concessões /Historical knowledge prescribed at BNCC for elementary school: tensions and concessions