Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
ARAGÃO, Luiz Adriano Lucena |
| Orientador(a): |
OLIVEIRA, Ana Lúcia do Nascimento |
| Banca de defesa: |
ANDRADE, Juliana Alves de,
LIMA, Marta Margarida de Andrade,
MIRANDA, Humberto da Silva |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em História
|
| Departamento: |
Departamento de História
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8391
|
Resumo: |
In the 1980s there was a reformulation of Brazilian historiographical thinking that sought to rethink history. The most emblematic event of this period was the political opening triggered by major social mobilizations (Amnesty, Diretas Já, promulgation of a new Constitution). All this movement resulted in a long process of changing the historiographic doing, of thinking the school and teaching history. Scientific research focused on teaching and learning in history grew, moving away from the idea of repetition and reproduction of knowledge. In line with the above statement, this research aims to investigate the conceptions of history and prehistory used in history textbooks, approved in PNLD for the years 2017-2019, and which has greater adherence in Brazilian public schools. In this study, the concepts of history and prehistory were analyzed, starting from the dialogue with the methodological theoretical production of the field of history, and then weaving problematizations and considerations in the light of the pedagogical literature. The textbook of history was used as a research source, taking into consideration the role that this didactic tool plays as a support for knowledge and teaching material in the current context. The methodological course was based on the content analysis of the didactic text and on the construction of categories (terminology, conceptual adequacy, historiographical innovation, periodization, source, historiographical perspective, pedagogical activities, research activities and the practice of historical writing) that made it possible explore the didactic literature of collections. Thus, the result achieved reveals the critical-reflexive aspects of the book by using the concepts of History and Prehistory and also reveals the conceptual resignifications contained in the books studied. In addition, the relationship of the contents and the historiographical trends to which the books are bearers was also demonstrated. And finally, the historical-pedagogical aspects present in the textbooks that contribute to the improvement of the historical school knowledge. |
