Avaliações frequentes, aprendizagens ausentes? Desafios contemporâneos no ensino de História na Rede Municipal de Goiânia

Abstract

This study aimed to analyze the History tests of the Bimonthly Elementary School Examination (EBEF) administered to students in the final years of elementary education within the Municipal Education Network of Goiânia between 2022 and 2025. The analytical framework was grounded in the assumptions of History Education, particularly in the contributions of the field of historical thinking. The analyses revealed the predominance of questions that primarily mobilize substantive or first-order knowledge, requiring students to identify, locate, and reproduce previously established information. Although the examinations include a variety of historical sources—such as texts and images—and address themes relevant to contemporary historiography, the interpretative and critical potential of these materials is often reduced by highly directive prompts and closed-ended alternatives that restrict the possibilities for reading and response. From this perspective, the EBEF tends to position students predominantly as recognizers of data and concepts, rather than encouraging the mobilization of second-order concepts such as historical evidence, causation, historical empathy, and continuity and change. Therefore, it is concluded that the examination limits the development of critical historical thinking, reinforcing a conception of historical knowledge centered on memorization and the recognition of information rather than on the interpretation and problematization of the past.