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Os manuais de didatica sao fontes privilegiadas para a historia das disciplinas escolares. De acordo com Chervel (1990), esses manuais fazem parte de uma farta literatura educacional, que permite analisar as finalidades e objetivos das disciplinares escolares. No Brasil, o Estado sempre desempenhou um papel importante nas politicas de producao, avaliacao, publicacao, aquisicao e distribuicao de textos didaticos. Na decada de 1950 foi criada a Campanha de Aperfeicoamento e Difusao do Ensino Secundario (CADES), com objetivo de contribuir para a melhoria da qualidade do ensino secundario por meio da promocao de cursos de aperfeicoamento oferecidos aos professores. Resultaram desses cursos a publicacao de dois manuais de Didatica da Historia. Inserido no conjunto de debates acerca da historia das disciplinas escolares, este trabalho teve como objetivo analisar as finalidades e objetivos da Didatica da Historia presentes nos manuais da CADES. Teoricamente, o trabalho foi sustentado em dois campos complementares. De um lado os debates da sociologia do conhecimento. De outro, da historia dos livros e das praticas de leitura. Na analise dos manuais, identificamos sua ressonância com a legislacao educacional vigente e a apropriacao dos referenciais do movimento escolanovista, que inclui autores da Didatica Geral e da Psicologia. Alem disso, a oposicao entre uma escola “tradicional” e uma “escola nova”, responsaveis por definir a funcao e as finalidades da Didatica da Historia. * * * The didactic manuals are privileged sources for the history of the school subjects. According to Chervel (1990), these manuals are part of a large educational literature, which allows us to analyze the aims and objectives of school subjects. In Brazil, the state has always played an important role in the production, evaluation and publication policies, acquisition and distribution of textbooks. In the 1950s the Campaign for Improvement and Diffusion of Secondary Education (CADES) was created with the objective of contributing to the improvement of the quality of secondary education through the promotion of improvement courses offered to teachers. These courses resulted in the publication of two textbooks. Inserted in the set of debates about the history of the school subjects, this work had as objective to analyze the aims and objectives of Didactics of History present in the manuals of CADES. Theoretically, the work was sustained in two complementary fields. On the one hand the debates of the sociology of knowledge. On the other hand the history of books and reading practices. In the analysis of the manuals, we identified its resonance with the current educational legislation and the appropriation of the references of the “new school” movement, which includes authors of General Didactics and Psychology. In addition, the opposition between a "traditional" school and a "new school", responsible for defining the function and purposes of Didactics of History.

revista de história e historiografia da educação

A história entre a escola “tradicional” e a escola “nova”: os manuais de didática da CADES / The history between the "tradicional" school and the "new” school: CADES’ textbooks