O ensino de história "muito além dos conteúdos": a leitura do tempo e os usos das fontes demográficas nas salas de aulas

• Ano de defesa: 2022
• Autor(a) principal: Toscano, Samara Lyra de Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE HISTÓRIA - REDE NACIONAL
• Palavras-chave em Português: Ensino médio; Aprendizagem histórica; Leitura do tempo; Produção e difusão de narrativas históricas; Processos histórico-recentes; Ensino de história; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/49535

Reflecting on the teaching of history beyond the contents is at the core of this study. Thus, how can we make learning in history meaningful to the daily lives of high school students? What reading of time do our students make when studying history? Based on the permanent need to bring history teaching closer to students' real experiences, we developed reflections involving the challenges of teaching history "beyond contents". For that, we used as methodological strategy the realization of an exercise of self-reflection centered on the analysis of experiences related to the teaching of the subject, with emphasis on the context experienced in the Escola Estadual João Tibúrcio, located in the city of Goianinha/RN. Thus, the main purpose of this research is to contribute to the debate about the challenges and perspectives that involve the field of history teaching through the proposal of improving the reading of time held by high school students. Thus, it is proposed to reinforce the importance of thinking about historicity as one of the means for the meaningful learning of history through the study of historical-recent processes. It became relevant to carry out a theoretical discussion that encompassed aspects related to the relations between time and historical learning. Based on these reflections, we have elaborated as a propositional part a complementary didactic material for the use of teachers, with the purpose of denaturalizing the perceptions that the teaching of history is limited to the knowledge of historical facts of the past. In this material, we sought to stimulate the dialogue of history with themes present in the school reality, aided by the use of demographic sources and statistical resources, in order to enable teachers to develop with their students activities that contemplate the exercise of reading time through the learning of data analysis that can even be worked in an interdisciplinary way and that allow students to produce and disseminate historical narratives.