An analysis of portuguese and brazilian curriculums from the perspective of history education

This article aims to analyze two curricular documents related to the teaching of History, the Essential Learnings (AE) approved in 2018 in Portugal and the Common National Curriculum Base Skills (BNCC) approved in 2017 in Brazil. We will carry out a qualitative analysis, using the methodological strategy of document analysis. At first, we will briefly contextualize both documents, verifying in which historical contexts they were approved and how the concepts of historical learning in both proposals are explained. Our analysis is part of the field of History Education, which in Portugal and Brazil has been constituted as a proposal for teaching history that articulates theory and practice in the perspective of the epistemology of history and which has been positioned as a field of study for a history teaching committed to democratic pluralism. In this sense, the analysis will focus on identifying key elements of the field of History Education in these curricular documents, such as the approach to meta-historical concepts, substantive concepts and the issue of controversial themes. We also established an analysis cutout in the 9th grade curricula in both countries on the approaches to the assumptions of historical learning presented by the curriculum documents.