Another Competency?

The Place of the Historian Attitude in the National Common Curricular Base (BNCC)

Abstract

The present work aims to investigate how the National Common Curricular Base (BNCC) deals throughout the document with the concept of Historian Attitude. Our intention is to show the epistemological foundations that surround the term and situations in the curriculum in which this action is mobilized. To this end, methodologically we used Bardin's (2011) Content Analysis strategy, and, as it is an unknown term in school culture, the research proposed to survey academic and school historiographical production to find out how the Historian Attitude concept appears in publications developed between 2013 and 2023; then, after this search for the expression Historian Attitude, the movement was one of comparison, seeking to identify existing relationships between the historiographical definition and the school/curricular definition in the National Common Curricular Base (BNCC). The work was anchored in the reflections of “teaching and learning in History” by Circe Bittencourt (2008), in the “analysis and history of concepts” by Reinhart Koselleck (1992), and in the concept of “competence” presented by Philippe Perrenoud (2000) and Thomas Durand (2000). The research results show us BNCC's intention to simplify the meaning of attitudes – designated as identity, behaviors and willingness to do –, as referring only to the action of putting into practice the skills developed, and favoring a technical reading of its contents.