Heterocronias e o ensino de História na Educação Básica

Abstract

This dissertation, linked to the Professional Master's in History (ProfHistória), investigates the potential of the concept of heterochronies to overcome temporal linearity in History teaching. The study problematizes the persistence of a homogeneous and Eurocentric historical narrative, inherited from the modern regime of historicity, which structures the National Common Curricular Base (BNCC) and textbooks. The objective is to demonstrate how the Theory of History, in dialogue with teaching practice, provides conceptual tools for more critical and plural teaching. The methodology combines documentary analysis of the BNCC and textbook collections, a theoretical review (Hartog, Koselleck, Salomon), and the development of didactic sequences for teacher training. The results point to a contradiction: although the BNCC mentions "multiple temporalities,"its curricular organization and that of the manuals perpetuate a linear view. As a counterpoint, concepts such as heterochronies, space of experience, horizon of expectation, and the simultaneity of the non-simultaneous prove to be operational for analyzing complex processes, such as the Santidade de Jaguaripe and the genesis of modern science, revealing the coexistence and synchronization of diverse temporalities. It is concluded that the critical appropriation of these concepts in teacher training is an urgent and viable path to transform the curriculum into action, fostering a multidimensional and inclusive historical consciousness among students.