A LOOK AT HISTORY TEACHING IN THE EARLY YEARS OF PRIMARY SCHOOL: PEDAGOGICAL PRACTICE AND MEANINGFUL LEARNING

Abstract

This research aims to explore the role of pedagogical practice in promoting meaningful student learning in History classes during the initial years of primary school. The aim was to understand how pedagogical practice contributes to meaningful learning, in the light of the assumptions of the National Common Curriculum Base (BRASIL, 2018) and the City-History Curriculum (SÃO PAULO, 2019) and with the contribution of various authors. The research adopts a qualitative approach of a bibliographical nature, and is structured in four stages: a) Rethinking pedagogical practice in History teaching; b) History teaching and the context of its interactions; c) Towards meaningful learning in History teaching; and d) Pedagogical practice in search of meaningful learning. The discussions, aligned with the assumptions of the documents (BRASIL, 2018; SÃO PAULO, 2019), converge on the idea that History teaching in the early years should foster critical and reflective thinking. The role of the teacher is crucial, being responsible for creating engaging learning experiences and favoring questions that promote a deep understanding of the content.