CHILDREN AND HISTORY: TIME AS A CONCEPT AND THE NARRATIVE OF TEMPORALITY

This article discusses the emphasis on chronological time in History lessons for children in the early years of elementary school by reflecting on historical time. It takes up Koselleck’s perspective to think of it as a concept, that of Ricoeur to relate it to narrative, and, fundamentally, as approached by Walter Benjamin, to understand it in the relationship between childhood experience and memory. The experience of narrating and memory in the learning of temporalities is emphasized, highlighting its place in the historical experience concerning the discussion on learning in the light of the Base Nacional Comum Curricular [National Common Curriculum Base] proposal. The conclusion is that this approach makes it possible to specify History not only as a school subject, but also as a social practice.

HISTORY TEACHING; ELEMENTARY EDUCATION; TEACHER TRAINING