ABSTRACT
In the so-called knowledge society, people face a process in which memory files are stored in electronic format, servers, hard disks and cloud services. This alone represents one of the most remarkable changes in education, especially in the process of teaching and learning History. In face of this new reality, the article discusses the main guidelines of Common National Curriculum Base (BNCC; from Portuguese, Base Nacional Comum Curricular), when it comes to teaching History in elementary school. The analysis is based on Jörn Rüssen’s contributions to the theory of history teaching. Results point out that BNCC, as an educational guideline, has critical, theoretical, and social limitations, as well as limitations identity-wise, being thus partly responsible for a poor apprenticeship of History as subject.
Keywords
Virtual information culture; History teaching; Identity formation; Jörn Rüssen; Common National Curriculum Base.