PEDAGOGICAL WORK WITH WRITING IN HISTORY LESSON: WHAT DO THE OFFICIAL GUIDELINES SAY?

ABSTRACT In this paper, we show a comparative analysis among Brazilian official curricular guidelines to History lessons with the intention of emphasizing pedagogical forwarding to the work with reading and textual writing production at elementary school. This is a qualitative research with a documentary nature. Some theoretical assumptions from literacy studies were used in this research. The results pointed out convergences among official curricular guidelines regarding pedagogical activities with writing in History lessons. We emphasize the scientific literacy as an approach that can contribute to the interdisciplinary pedagogical work at History lessons.摘要：本文针对巴西官方历史课程指导纲要开展对比分析，旨在强调小学阶段历史课程中阅读与文本写作创作相关教学实践的教学导向。本研究属于文献性质性研究，采用了读写研究（literacy studies）领域的部分理论假设。研究结果显示，各官方历史课程指导纲要在历史课程写作类教学活动方面存在共通之处。本研究提出，科学素养（scientific literacy）作为一种教学路径，可为历史课程的跨学科教学实践提供助力。