Between curriculum requirements and teaching practices

The humanities programme and primary education in Quebec

Datos Bibliográficos

ID5867115
AutoresGuilherme Gomes Moerbeck (0000-0001-6309-433X, Universidade do Estado do Rio de Janeiro), Anderson Araújo-Oliveira (0000-0002-7214-0032, Universidade do Quebec em Trois-Rivières (UQTR), Canadá)
Año2024
Volumen40
Fecha de publicación2024-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducar em Revista (JOURNAL)
Identificadores de la revistaISSN: 0104-4060 • E-ISSN: 1984-0411
EditorialFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-0411.84470-t
OpenAlexW4404612192
IdiomaEN
Referencias citadas13

The debates regarding the conception of the subject of history in the Programme de Formation de l'École Québécoise (PFEQ) for primary education (primaire) began long before its publication in 2001 (Québec, 2006). Now after 20 years, what can be said about the relationship between the conceptions of history and historical thinking manifested in the PFEQ and those expressed by primary school teachers? This question encourages our analysis, offering a comparative evaluation based on different types of sources. Using data from semi-structured interviews conducted with thirteen primary school teachers, associated to a planned and implemented teaching-learning activity, this article endeavours to discern how historical thinking is mobilized by teachers in their classes and, to what extent, this is compatible or contrasting with the conceptions of history observed in the PFEQ

Art · Curriculum · Historical Thinking · Humanities · Library science · Mathematics education · Pedagogy · Primary education · School teachers · Sociology · Subject (documents · Computer Science · Educator Training and Historical Pedagogy · Psychology