Abstract:
This article will be carried out through a critical analysis of what school educational
purposes are and how they can and are understood in the teaching of History in
elementary school, specifically in the 5th year, in years of external assessments. A
discussion is presented about public educational policies for elementary education,
and how these policies are based on the quantification of teaching instead of seeking
the quality of teaching in all subjects, not just a specific subject. Neoliberal policies,
through the World Bank and other multilateral organizations, are increasingly focused
on making the disciplines that lead to the subject's criticality and autonomy
increasingly devalued, focusing only on the subjects of Portuguese Language and
Mathematics, as these subjects are covered in external assessments carried out in
States and Municipalities, causing students and teachers to suffer from the tensions
of these external assessments. The objective is to analyze what the school
educational purposes are and what the purposes of History teaching are. for 5th year
elementary school students in the year of external assessments. The research is
bibliographical, supported by studies by Libâneo (2023, 2018); Freitas (2022, 2018);
Bittencourt (2018); Oliveira (2022) among others. In the end, it is evident that the
teaching of History is necessary, as it contributes to the formation of critical subjects
who are capable of understanding various themes that permeate Brazilian society,
contributing to social understanding, which awakens the desire for social
transformation. Therefore, it is advocated in favor of the history subject, that it be
worked on in the 5th year of elementary school effectively, even in the years of
external assessments.
