Teaching History in the Base Nacional Comum Curricular: the historian attitude becoming competences

ABSTRACT Current curricular policies have presented narratives that project a professional profile aimed at the “new” teacher model. In this process, the meanings of teaching have been fixed through the centrality that some signifiers took in the curricula structuring for Basic Education and teacher training. In this article, we observe that the signifier historian attitude, a central element in the discourse, focused on the History component present in the Base Nacional Comum Curricular (BNCC) [National Common Curricular Base], when being juxtaposed to the signifier competence, present in the Base Nacional Comum de Formação de Professores (BNC-FP) [National Teacher Training Base], incorporates meanings based on neo-technical pedagogy, in translation and recontextualization processes that are underpinning a hybrid character. Our analysis was grounded on the understanding of the curriculum in cultural practice terms, which involves describing the curriculum as culture, as a place of enunciation, in opposition to a vision of a prescribed and privileged curriculum from a linear power conception. We observe that, since History teaching has been devoid of its fundamental relationship with historical knowledge, there is a need to set up undergraduate courses limited to training teachers to teach history. This is because there is teaching into a technique transformation process that prioritizes the learning to do in the curriculum structuring. In our view, this deprives teaching of its formative and political dimension and the initial training in the domain of the fundamentals of Science History and its ways of producing knowledge.