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.