Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Silva, Kaori Giulianna Akatsu Caetano da
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| Orientador(a): |
Carlini, Alda Luiza |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10241
|
Resumo: |
This study aims to reflect upon History teaching in elementary school in order to seek strategies for a more consistent History learning experience. It was developed as a case study through a qualitative approach at a public school in São José dos Campos, a city in the countryside of São Paulo. The subjects of the study were 5th grade History teachers. The research instruments were semi-structured interviews, observation of History classes and the analysis of assessments created by the subjects. The analysis and organization of the gathered data provided the means for a diagnostics that can aid in the development of continued education, which, in its turn, has the ability to foster reflection and provide the tools that will enable them to revisit the historical knowledge they accumulated throughout their educational process. The outcome is the enhanced ability to ellaborate (and improve) pedagogical practices applied to their History teaching |
