Retrato do campo da didática das ciências humanas no ensino fundamenta (primário) após a publicação do relatório da Comission Parent em 1964 no Quebec

This article presents a preliminary analysis of the Quebec scholarly literature on humanities and social sciences instruction in elementary school published since the 1964 Report of the Royal Commission on Learning. To this end, 83 documents published over roughly the past fifty years were reviewed using a mixed thematic content analysis based on the questions and the conceptual framework underlying the author’s previous research. The analysis highlights the trends, perspectives, tensions and breaks characterizing the foundations and conceptual framework of didactics in elementary school social sciences and humanities within the province. Influenced at times by “personalist” and “technological” theories, and at others by constructivist (or even socio-constructivist) ones, this field’s evolution bears witness to a diversity of conceptions and viewpoints directly connected to the conceptual basis of those who have collectively and historically shaped it.