Formarea competențelor istorice în ciclul primar: monitorizarea implementării curriculumului [Articol]

Abstract

This article analyzes the implementation of the History curriculum in primary education, focusing on grade IV, the only level where the subject is formally studied. The study is based on monitoring registers completed by teachers, which reflect both strengths and difficulties in classroom practice. Results show that history lessons are attractive and culturally relevant, stimulating curiosity and civic attitudes through narratives, images, and interactive methods. However, challenges remain, such as excessive chronological data, insufficient visual and digital resources, and limited time for consolidating competences. The methodological approach emphasized the epistemological and formative roles of history, highlighting its contribution to identity building and critical thinking. Conclusions stress the need for curricular adjustments, improved auxiliary resources, and greater emphasis on practical, interdisciplinary activities. Monitoring proved to be not only a tool for evaluating curriculum implementation but also a process that supports teachers’ professional development and provides valuable input for future curriculum revisions.