Author(s): Moreira, Ana Isabel ; Duarte, Pedro
Date: 2023
Persistent ID: http://hdl.handle.net/10400.22/24105
Origin: Repositório Científico do Instituto Politécnico do Porto
Subject(s): History education; Curriculum; Sensitive topics; Educação histórica; Currículo; Temas sensíveis
This paper seeks to understand how the national curricular guidelines for the History curriculum component, in the 2nd and 3rd cycles of basic education in Portugal, dialog with sensitive themes. Considering the most recent documents — Metas Curriculares (2012–2021) and Aprendizagens Essenciais (2018–present) — from a comparative perspective, but not exclusively so, an analysis of ‘socially active questions’ included in or excluded from those was made, along with that of the sense of teaching and the underlying history learning. That initial approach has thus enabled a definition of revealing categories and subcategories. It has also created further data interpretation based on the principles arising from Curriculum and History Education research. Among the main results, stands out a certain prevalence of a (individual? collective?) memory emerging from some (intentional? accidental?) oblivion of the past, and which seems to be incapable of encompassing various sensitivities of contemporary times.
