O material didático de história do curso técnico integrado ao ensino médio em enfermagem na modalidade Educação de Jovens e Adultos do Instituto Federal de Goiás: possibilidades políticas e pedagógicas

Abstract

Starting from the premise that elaborated school knowledge is a strategic issue for the working class in its struggle against overexploitation and the ways of maintaining it at an economic, political and cultural level promoted by the ruling class, this dissertation records the results of a research qualitative analysis of the teaching material of History I and History II of the Technical Nursing Course Integrated to High School in the Youth and Adult Education Modality of the IFG Campus Goiânia Oeste. The objective was to analyze the formal aspect and the historical content of the texts and slides used by teachers in 2019-2020 in these subjects. In the first, the category of didactic material was used from the conception of informative supports and documents by Bittencourt (2018) to measure the textual and graphic presentation of the collected texts and slides. In the second, the historical content, the category popular social movements was used based on Davies (2021) and on the historiographical assumptions of Benjamin (1892-1940) from a scientific and political perspective that rescues the historical actors erased by the narrative of the winners. As a result, the research problematizes the formal aspects and the historical content, considering that historical knowledge is a strategic issue for the struggle of the working class against the overexploitation to which it is submitted. However, it should be reiterated that this opinion refers to the school knowledge of History circumscribed to the didactic materials of the aforementioned course without the pedagogical interference of the educator. Within the scope of this research, through the analysis of the collected data, a textual material in the form of a book chapter was developed as an educational product, aimed at teachers who work in youth and adult education. Its elaboration is based on a theoretical dialogue between Saviani and Vygotsky about the use of scientific concepts in the school knowledge of History at YAE/PTE.