O sentido que os alunos de uma escola da rede pública estadual paulista atribuem ao ensino de história
| Ano de defesa: | 2007 |
|---|---|
| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Cidade de São Paulo
Brasil Departamento 1 Programa de Pós Graduação Mestrado Educação UNICID |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | http://repositorio.cruzeirodosul.edu.br/handle/123456789/220 |
Resumo: | With this work suggested me to seek to understand what is the sense that students of a school in Sao Paulo state public network, which in academic year 2007 attended the 4 th year Cycle II (8 grade), attach to the teaching of history. Procedi, first, a literature search in which tried to investigate the history of the teaching of history and the history of pedagogy in order to understand which have been the main features of the teaching of history in our schools, both by the bias of education such as discipline said, as the bias of school and educational concepts assumed by it. The literature search was complemented by a search - qualitative - the field whose methodology was chosen to interview. I have considered with this work, that the teaching of history came to train individuals patriotic and nationalistic and, despite only have been emancipated condition that there is very little time, does not seem retain many elements of his original characterization. Currently the teaching of history has been more directly influenced by the prospect of Cultural History has shown and have a good acceptance among students interviewed, who were only somewhat dissatisfied with the teaching of history in Brazil, according to them, due to an approach too focused on policy issues. The sense that students interviewed stated to give the teaching of history was positive, although many criticisms have been directed to the practices of teachers. In this sense, the teacher was seen as someone who can, under its dynamic, make a difference in the construction of meaning that students attach to the teaching of history |