Educação popular e ensino de história local: cruzando conceitos e práticas

• Ano de defesa: 2015
• Autor(a) principal: Sousa, Israel Soares de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Ensino de História; Teaching of History; Enseñanza de Historia; Educação Popular; História local; Projeto Didático; Popular Education; Local History; Didactic Project; Educación Popular; Historia local; Proyecto Didáctico; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/7738

The present thesis aims to discuss on the teaching practice of History in Brazilian public high schools. Our concernings started within our under graduation in History in 2004, when we taught at the preparatory school for “vestibular” called “Conexões dos Saberes”, designed to the poor from Joao Pessoa-PB. We have noticed, since then, that, in spite of the discourse and public policies that ease themselves to a dialogical teaching approach, we still face education practice based on just information transfer and disregard for students` social knowledge. Our reflections on this issue improved once we started working as a teacher in public high school in Paraiba, in 2012. In order to reflect on the teaching of History and its easing policies, we traced this general objective: to analyse the relation between Local History and Popular Education, being a pedagogical practice with citizenship and criticism, intended to students` emancipation and considering them as historical subjects. To accomplish this, we elaborated these specific objectives: to discuss Popular Education epistemological principles based on their historical trajectory in Brazil; to discuss on the teaching of History and Local History in Brazil; to investigate high school students` perception on the teaching of History and, finally, to connect the Popular Education theoretical and methodological principles to the Local History based on the local history project applied in the High school classes at Papa Paulo VI state school, where we work as a teacher in the last stage of basic education. We believe the teaching of local history is emancipating, brainstorming, and signifying when founded in the Popular Education conceptions, mainly regarding the reading of the context before the reading of the text itself, through the dialogue within different areas and, in this case, scientific, educational and popular knowledge, perceiving students as historical subjects. We defend this research`s social importance, for this is a try to discuss the pedagogical practice in the teaching of History, which has been dealt in schools focusing on the big heroes, and turned to have, now, according to Sharpe (1992), an opening for the history seen from below, that is, the excluded from official history. Our research is guided on a research-action basis, for it reflects the reality, never separating theory from practice nor attributing a better importance to one of them. Furthermore, this bias sought to involve the subjects in the investigation - who were, in this case, students from the school aforementioned -, in which they researched and wrote their own history based on a didactic project on Local History, which culminated in the creation of an e-book called A history of Cruz das Armas: told by students from Papa Paulo VI high school. From the data we obtained throughout this process, we proceed our theoretical reflection proposed in this thesis. In order to accomplish such aims, we are guided by authors as Fernandes (1995), Brandão (2009), Barbosa (2005), Barbier (2007), Schmidt (2009), Freire (2011), and others who contributed to our work.