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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]

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This research inserts into the range of discussions about museum educational functions and the representation of historical knowledge by primary school teachers, specifically those who teach for the 3rd grade from public education in Londrina - PR. The discussion aims to problems derived from the comprehension of historic museums as spaces conceived from a perspective sometimes as temples of memories to be protected and conserved, sometimes as extensions of a scholarized knowledge, or even by questioning these interpretable possibilities. Therein, it points to some questions about debates between history and memory and the insertion on the historic museums constitution plan. The idea of memory spectacularization, in concomitance to the foundation of the Historic Museum of Londrina (Museu Histórico de Londrina) is developed at the context of a transition from traditional to new museology. The work also focus to the comprehension signs from teachers aboutthe conception of the Historic Museum of Londrina, as also possible interactions with historic knowledge production with the students. The research that presents as a analysis theme, had as its principal idea a sight about teachers knowledges and practices, about the relations stabilished by them, considering visits with students to long duration exhibitions, among the museologic universe, collections, patrimony, material culture and history conception that they assume as a postulate to their pedagogical work. [ABSTRACT FROM AUTHOR]