Fronteiras entre a história da educação e a história

Abstract

Considering that the History of Education constitutes a subfield within the field of Education, while also maintaining a close relationship with the field of History, this study aimed to investigate the boundaries between these two fields, going beyond a strictly historiographical analysis to focus on the social relations established through History of Education courses in undergraduate teacher education programs in the humanities at the Federal Institutes of Education, Science and Technology. The theoretical approach adopted was Pierre Bourdieu’s sociology of science, which conceives science as a hierarchical and relatively autonomous social field, within which subfields and their agents compete for space, legitimacy, and representativeness. Through the analysis of History of Education courses in humanities teacher education programs at the Federal Institutes, this study sought to examine the academic backgrounds of the faculty responsible for these courses as well as the main theoretical references that structure the curricula of undergraduate programs in the humanities (Pedagogy, Languages, History, Geography, Philosophy, and Social Sciences). The research aimed to analyze the current relationship between the History of Education and History, taking into account the theoretical transformations that have occurred since the 1990s in the field of History of Education and its growing institutionalization within the Brazilian academic bureaucracy. The research results revealed many teachers with backgrounds in History, as well as a significant presence of Marxist authors as references in the curricula. This intense exchange of agents and knowledge between distinct areas suggests that the History of Education can constitute a privileged space for articulation and overcoming the fragmentation of scientific thought.