Building on a network

The High School Reform through the literature review, initial aspects

Abstract

This article’s objective is to presente the mapping of the production of thesis and dissertations carried out between 2012-2022, which problematize the High School Reform, instituted through Law nº 13.415/2017 (BRAZIL, 2017). Located in the field of Teaching History, the proposed study is the initial part of a doctoral research, which proposes to investigate the non-place of the discipline of History in the Law of Guidelines and Bases of National Education in the High School stage. When we consider History as a field of knowledge necessary for human, political and citizenship formation, we understand it as a corpus of specific knowledge that has learned a lot for the understanding of human action in and over time. Knowledge that allows us to understand how we became what we are, considering our historical condition, which is temporal. When we get to know the human actions that result in what we experience today, it becomes possible to reflect on the problems that led us to our historical time, as well as it is still possible to envision which human actions can transform the future, through the possible barriers in the history, in present. To do so, we consider that history as a school subject contributes to the formation of individual and collective identities, through identification processes that can be sustained through knowledge of the history that precedes us and that is based on a colonizing process that is re-elaborated and updated as an imperialist neoliberal political-ideological project in the western world, and, in this specific case, in Brazilian society. In this way, we understand that this text is also an orientation for the delimitations and definitions of the research in development. In addition, it is also a question of knowing the studies produced by other partners that have a lot to contribute to the understanding of the (dis)reform.