Estudos sociais para crianças numa democracia: prescrições didáticas para o ensino de história no Brasil sob o prisma estadunidense (1960-1970)

Abstract

This research is dedicated to the study of the Social Studies for Children in a Democracy manual with a focus on its materiality and content. This research is dedicated to the study of the Social Studies for Children in a Democracy with a focus on its materiality and content. This work was originally published in 1956, for John U. Michaelis, Professor of School of Education of Berkeley University, in California. The copy is printed in 1970, with translation of Leonel Vallandro, the 4th printing of the 2nd edition published by Editora Globo. The book presents prescriptions for teachers who wish to ?improve children?s social education? and its central theme is the defense that ?democratic values and behavior must permeate all phases of the social studies program?. In Brazil, the discipline of Social Studies has become required in Basic and Higher Education since 1967 and in 1969, the Social Studies course was implemented in University of Caxias do Sul (UCS), who used the Michaelis manual as a reference. With that, draw attention to the strengthening of political relations between Brazil and The United States, in the sense of implementing the American model in Brazilian education through agreements and covenants with development agencies that guaranteed their spaces at universities. That said, the objective of this work is to analyze the referred manual, in order to perceive American influences in the Brazilian education and the repercussion of movements of renovation of the superior education through the documentation related to the History Course of UCS (University of Caxias do Sul) between the years of 1960 and 1970, available ate the Documentation Center (CEDOC/UCS). For this analysis, anchoring on the theoretical assumptions of Cultural History, given its importance for the analysis of the processes where a meaning is built, we rely on Chartier (1990) and Pesavento (2003). As teacher training and curriculum structure García (1999) and Goodson (1995), were important authors to direct this research. The methodology of documentary research and content analysis was supported by Chevel (1990), Bardin (1977), Bauer and Gaskell (2002) and Galiazzi and Moraes (2007), observing the contributions and paths taken by the authors in their research fields. From the analysis of the documents and the study of the work, we recognize that the relations observer in the period and the didactic prescriptions foresaw the establishment of a democracy based, and why not say imported, in the United States. Thus, we consider the manual in its breadth, as a cultural introjection of what is desired of a history teacher who is recognized until today.