SCHOOL EDUCATIONAL PURPOSES IN HISTORY TEACHING IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article will be carried out through a critical analysis of what school educational purposes are and how they can and are understood in the teaching of History in elementary school, specifically in the 5th year, in years of external assessments. A discussion is presented about public educational policies for elementary education, and how these policies are based on the quantification of teaching instead of seeking the quality of teaching in all subjects, not just a specific subject. Neoliberal policies, through the World Bank and other multilateral organizations, are increasingly focused on making the disciplines that lead to the subject's criticality and autonomy increasingly devalued, focusing only on the subjects of Portuguese Language and Mathematics, as these subjects are covered in external assessments carried out in States and Municipalities, causing students and teachers to suffer from the tensions of these external assessments. The objective is to analyze what the school educational purposes are and what the purposes of History teaching are. for 5th year elementary school students in the year of external assessments. The research is bibliographical, supported by studies by Libâneo (2023, 2018); Freitas (2022, 2018); Bittencourt (2018); Oliveira (2022) among others. In the end, it is evident that the teaching of History is necessary, as it contributes to the formation of critical subjects who are capable of understanding various themes that permeate Brazilian society, contributing to social understanding, which awakens the desire for social transformation. Therefore, it is advocated in favor of the history subject, that it be worked on in the 5th year of elementary school effectively, even in the years of external assessments.