O estado do conhecimento sobre o ensino de hist?ria na EJA: um estudo a partir dos anais dos simp?sios da Associa??o Nacional de Hist?ria (ANPUH-BRASIL) 1961-2015

This research articulates two Brazilian educational aspects that meet important social functions: the History Teaching (EH) and the Youth and Adult Education (EJA). It investigates the state of knowledge about the EH in EJA between socialized productions in National Symposiums by National Association of History (ANPUH-Brasil), on the assumption that the problems related to the type of education started being discussed within this scientific society based on the performance and production of a national community of researchers in EH. This is a bibliographic and exploratory study, also called ?state of knowledge?, according to the definition given to this methodological approach by Ferreira (2002), Romanowski and Ens (2006). The empirical material that constitutes the corpus of the research was collected in the electronic Proceedings of the National Symposiums of ANPUHBrasil, carried out between 1961 and 2015, totalizing 28 meetings. This source provided a universe of 138 productions, found from the different denominations that EJA received throughout history. Of these, 40 (14 abstracts and 26 full papers) were selected for analysis, and the organization and initial categorization of the material adopt procedures of ?content analysis? proposed by Bardin (2002) and synthesized by Trivi?os (1987). The study is based on the epistemology of Fleck (2010), especially in categories favorable to analysis of production and dissemination of knowledge, such as ?collective of thought?, ?style of thought? and ?intracollective and intercollective circulation of thought?. The analytical toolkit built, inspired by the fleckian epistemology, seeks to identify the relationship between the academic education/professional work of the authors with the fields of EH and EJA, the theoretical and methodological frameworks they shared, privileged thematic groups, the nature of academic production, and the main contributions towards the enhancement of EH in EJA. Research shows that problematizations related to EH in EJA emerge in Symposiums of the ANPUH-Brasil in 1971, what follows is a gap until the end of the 1990s. Since then, the productions with this approach had constant presence at the event, been intensified after the second decade of the XXI century, and gaining a Theme Symposium (ST) specific in 2015. The historical and epistemological analysis revealed that the productions presented since the 2000s are in line with the critical statements constructed by the researchers at the EH as well as with the National Curricular Guidelines for the EJA (2000), which highlight the specific characteristics of education method. Although the volume of productions about the EH in EJA is still not very expressive, it is argued that the increasing presence of productions, research development in Post Graduate Programs and the achievement of a specific ST are indicative of the origin of a collective thinking focused on the EH for the EJA.Esta pesquisa articula dois aspectos educacionais brasileiros que cumprem importante fun??o social: o Ensino de Hist?ria (EH) e a Educa??o de Jovens e Adultos (EJA). Investiga o estado do conhecimento sobre o EH na EJA entre as produ??es socializadas nos Simp?sios Nacionais da Associa??o Nacional de Hist?ria (ANPUH-Brasil), partindo do pressuposto de que as problem?ticas relacionadas ? modalidade de ensino passaram a ser discutidas no ?mbito desta sociedade cient?fica a partir da atua??o e produ??o de uma comunidade nacional de investigadores em EH. Trata-se de um estudo bibliogr?fico, de car?ter explorat?rio, do tipo ?estado do conhecimento?, segundo a defini??o dada a este enfoque metodol?gico por Ferreira (2002), Romanowski e Ens (2006). O material emp?rico que constitui o corpus da pesquisa foi coletado nos Anais eletr?nicos dos Simp?sios Nacionais da ANPUH-Brasil, realizados entre 1961 e 2015, totalizando 28 reuni?es. Esta fonte forneceu um universo de 138 produ??es, encontradas a partir das diferentes denomina??es que a EJA recebeu ao longo da hist?ria. Destas, 40 (14 resumos e 26 artigos completos) foram selecionadas para an?lise, sendo que a organiza??o e categoriza??o inicial do material adotam procedimentos da ?an?lise de conte?do? proposta por Bardin (2002) e sintetizada por Trivi?os (1987). O estudo apoia-se na epistemologia de Fleck (2010), especialmente em categorias favor?veis ? an?lise da produ??o e dissemina??o do conhecimento, tais como ?coletivo de pensamento?, ?estilo de pensamento? e ?circula??o intracoletiva e intercoletiva de ideias?. O instrumental anal?tico constru?do, inspirado na epistemologia fleckiana, busca identificar as rela??es entre a forma??o acad?mica/atua??o profissional dos autores com os campos do EH e da EJA, os referenciais te?ricos e metodol?gicos por eles compartilhados, os n?cleos tem?ticos privilegiados, a natureza da produ??o acad?mica, e as principais contribui??es no sentido da potencializa??o do EH na EJA. A pesquisa evidencia que problematiza??es relacionadas ao EH na EJA emergem nos Simp?sios da ANPUH-Brasil em 1971, do que se segue uma lacuna at? o final da d?cada de 1990. A partir de ent?o, as produ??es com este enfoque tiveram presen?a cont?nua no evento, se intensificando ap?s a segunda d?cada do s?culo XXI, e conquistando em 2015 um Simp?sio Tem?tico (ST) espec?fico. A an?lise hist?ricoepistemol?gica realizada revelou que as produ??es apresentadas a partir dos anos 2000 est?o em conson?ncia com as proposi??es cr?ticas constru?das pelos pesquisadores do campo do EH, bem como com as Diretrizes Curriculares Nacionais para a EJA (2000), que ressaltam as especificidades desta modalidade de ensino. Embora o volume de produ??es sobre o EH na EJA ainda seja pouco expressivo, argumenta-se que a presen?a crescente de produ??es, o desenvolvimento de pesquisas em Programas de P?s-Gradua??o e a conquista de um ST espec?fico s?o indicativos da g?nese de um coletivo de pensamento focado no EH para a EJA