Diz aí pessoa docente: web site para partilha de atividades educativas no ensino de História

• Ano de defesa: 2021
• Autor(a) principal: Marcia Fernandes da Cunha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação e Docência; UFMG
• Palavras-chave em Português: Protagonismo; Docência em História; Educação; Patrimônio; Sensibilidade partilhada
• Link de acesso: http://hdl.handle.net/1843/60484

The purpose of this work is the creation of a virtual space in the web site format, and has as its general objective the sharing of experiences led by teachers and history teachers with regard to mediations in cultural projects or classes tours, in order to contribute to the dissemination of differentiated practices that are related to Education for heritage. The importance given to the protagonist of the history teacher is due to the fact that the discipline is directly linked to the cultural formation of the student subject and is capable of promoting the dialogue between art/culture and the facts of the past/present, in order to associate them with the entire dynamics of human existence, considering political and social aspects, cultural and humanist. The specific objectives are to: improve ideas for new projects; use of cultural path courses closer to the reality of students; dissemination of works related to Education for heritage led by history teachers; exchange ideas with other professionals of the educational networks and memory spaces; promote the protagonist of teachers in history from the perspective of a sensitive and shared education; finally, influence new teaching practices related to heritage beyond the walls of the school. As a reference for the theoretical foundation, I will use the authors Carmem Zeli Vargas Gil and Caroline Pacievitch (2017), which deal with the issue of history teaching and heritage education from the perspective of teacher education; Jorge Larossa Bondía (2002) and Inez Teixeira (2007) sensitive education and experience as a means of achieving knowledge and as a condition for teaching and knowledge acquisition. In addition to these, Sandra Pesavento (2005), who deals with the fundamental principle of history as the search for the past or what is left of it in any form and that is capable of producing perceptions through experience. Finally, Jacques Ranciére (2002) who deals with the sharing of the sensitive from the perspective of the aesthetics of art as a result of the fusion of art with life, which in this work refers to memory space and its constitution, under the political and social aspects. Keywords: protagonism - teaching in history - education - heritage - shared sensitivity.