12th graders may have a new subject in the next school year that addresses contemporary history and aims for students to be able to interpret the present and act critically and reflexively.
It is called "History, Cultures and Democracy" and is intended for students of all secondary education courses, according to information available on the website of the Directorate-General for Education (DGE).
The new discipline wants the student to understand the current world and discuss issues of recent history, says the document that defines the essential learnings of the annual chair.
"This offer, based on the dialogue we have had with history teachers, is a response to the need to value historical knowledge and heritage as the foundations of identity and democracy. In addition, it is coherent with the purposes provided in the Student Profile: the development of critical thinking and the ability to interpret reality supported by knowledge, "said the Secretary of State for Education, João Costa, in statements to the Lusa agency.
The course aims to provide students with tools to understand the world in which they live and to have a historical conscience so that they can assume "an informed, critical and participatory position in the construction of their individual and collective identity within a humanistic and democratic frame of reference", refers to the document available at DGE.
Essential learning is structured around four major themes: "History is done with criterion"; "Global and Local (" Glocal ") and Heritage Awareness"; "Painful Past in History" and finally "History and Present Time".
The "Painful Past in History" theme, for example, is based on the assumption that ignorance of historical reality can lead to the instrumentalization of the past.
"Individual and collective memories should be valued for being important contributions to understanding socially living issues. Taking on painful inheritance can and should contribute to the appeasement of social relations inherent in a democratic culture," says the essential learning.
The importance of "History and the Present Time" reinforces the idea that the contents of History are associated with situations and problems present in the student's daily life or in the socio-cultural and geographical environment in which he / she is inserted, being created at school. spaces and times where it can intervene freely and responsibly.
The essential learnings of this new discipline were developed between the Association of History Teachers and DGE.
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