Ensinar e aprender História na relação dialética entre interpretação e consciência histórica crítica
2014
Teaching and learning History in dialectical relationship between interpretation and critical
historical awareness has investigated the triggering of a theoretical-practical training process
developed with a history teacher, her mediation in the teaching and learning of the discipline
process, related to the appropriation of history text interpretation and the development of
critical historical consciousness by public school 8
th-grade students of elementary level. It
aims to analyze the relationship between mediation of teaching activity and ownership by the
student on this level, the interpretation of history texts and development of this consciousness.
It has been opted for collaborative research, as training and strategy, and was employed as
procedures for the formation of knowledge: Meeting, Cycles of Reflexive Studies, Planning
(with teachers), Observation performed in real life and portfolio (involving students). The
teacher appropriated of contributions of the theory by P. Ya . Galperin and critical historical
consciousness and developed a teaching process using a methodology grounded in theoretical
constructs this author. The students appropriated the interpretation of history texts and
demonstrated to be in a process of developing a critical historical consciousness. Performance
of the students occurred more consistently in the interpretations implemented in groups, with
teacher guidance and support of the activity map. Training processes, performed in and about
teaching and student activities, revealed an improvement in teacher's professional
development and the knowledge and expertise of the students. It has contributed to this, the
critical reflection experienced in the investigative process. Given these findings, as needs of
new thinking, research recommends the development of teaching and learning processes in
other years of elementary school, involving the interpretation of history texts and the
development of critical historical consciousness of students.
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