As linhas ou alinhavos do tempo: jogos de linguagem e os sentidos de tempo nas Políticas Curriculares de História

Abstract

In this article, we selected some analyses developed from questions of the entitled research Curriculum policies of the History teaching: the time games and language games. This project has a profile that investigates the senses of subject and time in the curriculum policy of History of the municipal schools of a Santa Catarina city, built by teachers, in the context of National Curriculum Parameters of History orientations. In this specific part of the article, we analyzed the senses of time of that curriculum policy and took as empiricism the current curriculum, created in 2011, that is analyzed from the suggestions of “chains of equivalence”, “significant void” and disputes by “hegemonies” studied by Ernesto Laclau (2011). In the field of education and curriculum, we approached the research by Alice Casimiro Lopes (2012), Alice Casemiro Lopes and Danielle dos Santos Matheus (2011), as also the investigations by Elizabeth Macedo (2006, 2009) and the theories by Carmen Teresa Gabriel (2011, 2013). In the first section, we did a brief cartography of the discussions about time considering what matters to a short panorama of the established debates over the theme in multiple areas of knowledge. In sequence, we highlighted the discussions in the consolidated concept of time in the field of History, as well as the ones related to time and teaching of History. Based on those arguments, we socialized the analyses about the senses of time that are mobilized in this curriculum policy. Keywords: curriculum, public policies, History teaching, time.