Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
RODRIGUES, RENAN
 |
| Orientador(a): |
Fonseca, Danilo Ferreira
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em História (Mestrado)
|
| Departamento: |
Unicentro::Departamento de História
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.unicentro.br:8080/jspui/handle/jspui/2105
|
Resumo: |
This dissertation deals with the teaching of history from the concept of historical consciousness, focusing on the experience of the students, from the teaching of local and regional history, and from the perspective of the relations and configurations that make the classroom a field of manifestation of a region. The difficulties of teaching history in Brazil are related to the methodologies, the public policies, and the very subjects that make up the classroom universe during the mediative practice between teachers and students. In this context, the formation of historical consciousness has been gaining space in official documents such as the BNCC (Base Nacional Comum Curricular), the Curricular Referential and the CREP (Curriculum of the Paranä State Network). Thus, historical consciousness, which, according to Jörn Rüsen, is the "sum of mental operations with which men interpret their experience of the temporal evolution of their world and of themselves, in such a way that they can intentionally orient their practical life in time" (RÜSEN, 2001, p.57). That is, they are presented as a basis for what should be the focus of history teaching, the formation of an autonomy of the subjects for their own location in time and space in relation to the fields in which they are inserted. Therefore, forming the subject is a broad and adaptive process, in which the history teacher needs to bring together the science of history and the didactics of history, which for a long time were far apart. It can be seen that the educator of this area needs to be apt to the Science of History, even if he/she is not a researcher, for he/she needs to move between both sciences. To achieve such a goal, in the research, which occurred during a pandemic period, in which teaching became distance, and then hybrid until the face-to-face return, it was necessary to adapt the form of work about the observations of the object of research, the practices of History teaching among eighth and ninth grade students of Elementary II of the State Civic-Military School Alcides Munhoz, located in the city of Imbituva, during the years 2019 to 2022. From the proposed activities, it is observed that the difficulties refer to the teaching objectives, practices, and policies, which, in addition to updated speeches, still fall back on traditional practices that distance the subjects' experiences with the leasing of history. In this way, to achieve the desired result, empirical and theoretical research was carried out, in a quantitative way, but with a focus on the qualitative. That is, through the reading of authors such as Jöm Rüsen, Isabel Barca and Maria Auxiliadora Schmidt, the elaboration of online questionnaires applied by the Secretariat of Education of the State of Paranä, as well as some about history teaching prepared for the research, and also through the analysis of the curricula of national and state education and of the educational institution itself. The intention is to establish discussions about the teaching of history, with a view to forming historical awareness, which is in vogue in the official documents themselves; hence it is necessary to understand how it is being dealt with in the methodologies applied by the educators. |
