This research was the subject of the study the teaching of history, the common national
curricular base and the curriculum document of Tocantins, in the opinion of the teachers of
fundamental education of the municipal network of Miracema-Tocantins. As a goal, we seek
to narrate teaching experiences with history teaching using bncc/dct. He used oral history
through listening to the teachers of two schools of the municipal network miracema de
tocantins. The problem of this work was configured as follows: how to highlight the
importance of teaching history and the common national curriculum base/dct in the teaching
vision? The respective methodology made it possible to collect information and data to
support the conduct of the study with field research and the use of interviews. for this
purpose, this study is an investigation of qualitative, exploratory, documentary and
bibliographic analysis, collecting data through texts and materials that have already been
published in literature, and theoretical contributions from the area of education of oral
history, such as: (TRIVIÑOS, 1987; THOMPSON, 1992; MEIHY, 1996; ALBERTI, 2004,
2005; SCHMIDT 2004), among others, and documentary research in laws that subsidize
bncc as: constitution (1988) Law of Guidelines and Bases (1996) Curricular Guidelines
(1997-2013) BNCC (2018) pne and DCT, among others. In order to gather understanding
about the implementation process of BNCC’s curriculum, this research consisted of three
fronts of analysis: identify the historical, theoretical and legal milestones that regulate bncc
in the context of history teaching; verify the senses in which the common national
curriculum base establishes for teaching history. Finally, the importance of oral history as a
theoretical-methodological reference as a bias for the investigation of pedagogical practice
of teachers is highlighted. In short, the conduct of oral interviews for the production of
narratives allowed to understand the process of drafting and implementing the document
from the experiences and experiences with history teaching in the context of the teacher's
account. For the understanding of these concepts it is necessary that practice in the
classroom is fundamental to the teaching and learning process, highlighting a critical look at
the curricular proposal of BNCC/DCT. At some point it is said that the association between
everyday and life history of students requires them to contextualize life experiences in
society, articulating their individual and collective stories, that is, that they need to
understand that the history of their lives is not disconnected in relation to major historical
facts. Finally, we assess that there is still much to be researched in relation to bncc/dct and
history teaching, we believe that this work still depends heavily on a collaborative,
investigative position and that the teaching experiences regarding BNCC / DCT need to be
constantly improved in terms of teacher training in reflective action on its practice and
critical reflection of students.
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