The teaching of history in the Nova Escola magazine (1986-2002): mediatic culture, curriculum and teachers in action. Thesis (Doctorate in Education). Universidade Federal do Parana, Curitiba, 2009

This Project aims at the analysis of how Nova Escola magazine elaborates its own model curriculum, in change paradigm in the teaching history considering the time between 1986 and 2002-, and how teachers interpret the curriculum of history. As a print produced based on the mediatic culture which proposes facilitate and / or translate the official curriculums to the teachers; therefore it seizes theoretical references which can give enough conditions to approach it as a text that aims at carry out recoding curriculum and which is read/interpreted according to some determined cultural codes. It is understood that the media do not impose meanings, and the subject cannot exempt oneself from their influences, ie, it is understood that this magazine builds your player while it is built for this in the recursive inseparability, tension and articulation between: materiality (forms of presentation), intellectual content (vision of the world, historiographical and pedagogical concept of the magazine) and the appropriation of the reader (interpretation and actions arising from reading the magazine). In the first chapter, highlights the fact of the Nova Escola, which during the time studied adjusted itself to the reading/interpretation models from the teacher - reader inserted in the emerging mediatic culture. To adapt the needs of the reader to the mediatic culture, gradually were introduced the hypertextuality and hyperreading, resulting this way in an idea of topicality, modernity and innovation in reading itself. Through interview with teachers of history, based on a technique Focus Group, it was investigated the appropriation, or rather, the models of interpretation, as well as the curriculum practices which derive from the reading that these subjects carry on the magazine. On the intellectual content, Nova Escola is integrated in discussions locked in many spheres on teaching of history, however his greatest goal is to intervene in order in the way its readers think and act, giving the knowledge and practices who considered valid. In the second chapter, we attempt to collating the discourse of Nova Escola and the curriculum prescribed by the organs involved in the educational politics, it can be highlighted the way in which this magazine presents the professor of history from 1986 to, more or less, 1995, covering the Marxist historiography and the historical - critical pedagogy, so the dominant reference in reestructuring the curriculum in the period after the military regime. In the third chapter, following the same methodology, was taken from the period between 1995 and 2002, moment in which New History and the Constructivism consisted of dominant references in the implementation of the Nacional Curriculum Parameters and when it was necessary to make the country competitive in period "globalization". One can conclude that: if the ways of presenting the discourse in Nova Escola can be evaluated as modern as they are consistent to interpretative model which characterizes the mediatic culture, its conceptions historiographic and pedagogical contains elements which are named as traditional teaching of history, while the curriculum practices of the teachers interviewed were seen as (re) inventive, hybrid and (re) contextualized.