O ensino da shoah/holocausto. Proposta de sequências didáticas para abordar temas sensíveis em sala de aula

• Ano de defesa: 2021
• Autor(a) principal: Rodrigues, Fábio Azevedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; História; UFSM; Programa de Pós-Graduação em Ensino de História em Rede Nacional; Centro de Educação
• Palavras-chave em Português: Ensino de história; Desastres; Planejamento didático; Formação histórica de sentido; Burdening history; Ensino do holocausto; Teaching of history; Disasters; Didactic planning; Historical sense-making; Teaching the holocaust; Planification didactique; Enseignement de l'histoire; Catastrophes; Construction du sens de l'histoire; Alourdissement de l'histoire; Enseignement de l'holocauste; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/23736

Our research was interested in the great theme of "disasters". During the bibliographical survey, we decided to work with the teaching of the Shoah/Holocaust. The small number of works in the field of history teaching was not consistent with the importance of the theme. Through some legislative initiatives and with the approval and entry into force of the Common National Curricular Base (BNCC) we noticed that we should articulate the education by competences (and skills) with the theoretical perspective of historical consciousness and historical training of meaning of the historian Jörn Rüsen. The research problem consisted in the following question: how to approach the "skill-theme": extermination practices in the classroom, by means of a didactic sequence? Our objective was to elaborate a product that could articulate the theoretical assumptions of history teaching, with a reasonable foundation in historiography and the delineation of feasible dynamics to be carried out in the classroom. For this problematization of sensitive issues we sought more theoretical contributions in the so-called "burdening history". The work was based on bibliographical research, including searches of the dissertation and thesis databases of CAPES, IBICT and ProfHistoria, as well as articles published in periodicals. A documental research was also made, related to the current legislations, curricular documents, etc. The didactic sequence entitled "Shoah/Holocaust in perspective" was developed from an activity provided by the United States Holocaust Monument Museum (USHMM), following the guidelines of the entity itself. As results we believe to have contributed with the provision of an educational product with open license and able to be adapted and modified to different realities and contexts.