Banca de DEFESA: FLÁVIO DIEGO ALVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FLÁVIO DIEGO ALVES
DATE: 28/08/2026
TIME: 09:00
LOCAL: https://meet.google.com/kkh-pmzm-yyi
TITLE:

Reflections on Didactic Sequencing in the Progression of Historical Knowledge

KEY WORDS:

History Teaching; History Education; Backward Design; Historical Progression.

PAGES: 25
BIG AREA: Ciências Humanas
AREA: História
SUMMARY:

Based on the understanding that learning History involves more than the assimilation of
content or the memorization of events, this research sought to understand how the
articulation between the Brazilian National Common Curricular Base (BNCC), textbooks,
and planning grounded in the progression of historical learning could contribute to the
development of historical literacy in secondary education. To this end, a qualitative
research approach was adopted, based on bibliographic review and documentary analysis
concerning History teaching, Backward Design, History Education, and the BNCC,
combined with the development and implementation of a teaching sequence within the 

framework of an action research project conducted with a first-year evening secondary
school class at Escola Estadual Professora Maria Araújo, located in Pium, Rio Grande do
Norte, Brazil. Throughout the investigation, the study examined both the possibilities and
the limitations of using the BNCC and textbooks as instruments for planning and mediating
historical learning, taking into account the specificities of the school context and the
challenges inherent in teaching practice. The analysis of the records produced during the
implementation of the proposal and of the discussions promoted throughout the research
revealed improvements in the effectiveness of planning when based on more explicit
curricular planning procedures, generating significant benefits for teachers in managing
their work outside the classroom and for students in the development of their historical
literacy. The findings also indicate that factors such as teachers' workload, the broad range
of competencies established by the BNCC, the central role played by textbooks, and the
recent transformations resulting from the use of Artificial Intelligence constitute important
challenges for the organization of History teaching, reinforcing the need for methodological
proposals capable of bringing the theoretical assumptions of History Education closer to the
everyday reality of schools.

COMMITTEE MEMBERS:
Interno - ***.893.994-** - DIEGO JOSÉ FERNANDES FREIRE - IFPB
Externo à Instituição - KLEBER LUIZ GAVIÃO MACHADO DE SOUZA
Interna - 1170781 - MARGARIDA MARIA DIAS DE OLIVEIRA