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Current investigation deals with learning concepts which foreground the organization of official documents of the Brazilian government for High School (age bracket 15 -17 years). The above includes the analysis of curricular documents on the Brazilian Curricular Guidelines of History for the High School, coupled to The Brazilian Exam for High School Children (ENEM), criteria for the assessment of textbooks and research with teachers and students. The qualitative method was adopted within case studies and the perspective of content analysis in bibliographical and documental investigation. Analyses reveal the proposition of the organization of historical knowledge as from two axes, or rather, contextualization and interdisciplinarity, coupled to the predominance of the concept of historical learning based on the development of competences. Contextualization and its articulation with the concept of competences in the documents were specifically focalized by foregrounding the concept of learning on the theory of historical awareness. [ABSTRACT FROM AUTHOR]

Arranged in particular disciplines, areas express specific ways of looking at the "pro-duction of humanity" in each subject (Saviani, 1991). This reality has its "genesis" and development in the division between "manual"and "intellectual" labor. In conside-ring the relevance of what is to be grasped in every area of knowledge for the forma-tion of broad and subsequent generations, we start with announcement of the object of study of the knowledge that guides the productive, cultural and technical - scienti-fic practices set in a particular historical time and place, and displayed institutiona-lly in a curriculum. Here, we have chosen the field of history to investigate the object of its study. In doing so, we selected a universe of103 history teachers from the school system in Londrina, Parana (Brazil) to answer questions on the specifics of this area. Having systematized the data, we compiled the results using Bardin's content analy-sis method (2004). Following this approach, we organized the data according to the frequency of the responses, selecting the words with significant categorical content for the area and with major incidence. Given the results, we adduce, in an introduc-tory way, a convergence in the responses through the identification of an object sig-nificantly described in the regular discourse; that is, the central object of interest to be pursued by a certain generation of teachers in epistemic defense of the area of study on the subject: man in time. The study also identifies certain socially determinant trends - conveyed in academia and advanced courses -that are relevant as a source of analysis for recognizing the praxeological crux of the area of knowledge guiding a given curricular rationale. [ABSTRACT FROM AUTHOR]

Current paper investigates the narratives of second year History students at the Universidade Federal do Rio Grande, in 2013, with regard to the discipline Theory and Methodology of History II. The issue proposed to students was: How would you construct a research work from a theoretical Marxist point? Students produced narratives and constructed material analyzed in current paper. Foregrounded on the points proposed by Historical Education to systematize a reflection on the analysis of students´ tactic ideas on their appropriation processes of theoretical reflection, we would approach the research work that intend to explain “the construction of History´s disciplinary code” (SCHMIDT, 2010, p. 251). Although our focus is different, it is very close. We lack research on the ways one understands History in higher courses that form future historians. From the methodology of Elliot Eisner (1998), we will employ the “qualitative investigation” that understands what students do and how their groups work with things taught through observations in the classroom and the materials produced. [ABSTRACT FROM AUTHOR]