Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-02-22T23:33:09Z No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-26T19:53:26Z (GMT) No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) / Made available in DSpace on 2016-02-26T19:53:26Z (GMT). No. of bitstreams: 1 LedaVirginiaBelarminoCampeloPotier_DISSERT.pdf: 1792511 bytes, checksum: 789ed43bdcb9cc93b64b3a7d33408d56 (MD5) Previous issue date: 2014-09-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / O presente trabalho tem como objetivo diagnosticar e analisar a utiliza??o do cinema no espa?o escolar, mais precisamente, no ensino de Hist?ria, a partir da perspectiva te?rica do historiador alem?o J?rn R?sen e, assim, tentar observar em conjunto com os pressupostos da Did?tica da Hist?ria, elementos como os usos p?blicos que s?o feitos da hist?ria pelo cinema. Neste sentido, a investiga??o das proposi??es de filmes encontrados nos livros did?ticos de Hist?ria, oferecem caminhos para compreens?es acerca dos impactos causados pela narrativa cinematogr?fica na aprendizagem hist?rica, sendo essa, uma aprendizagem que ocorre, tamb?m, na vida cotidiana dos alunos, e n?o apenas no espa?o escolar. Para tanto, foram utilizados os livros did?ticos presentes no Memorial do Programa Nacional do Livro Did?tico, aprovados nas edi??es dos PNLD/2005 e PNLD/2008. Para a realiza??o desse diagn?stico utilizamos, al?m dos livros, os Editais de Convoca??o e os Guias do Livro Did?tico do PNLD como forma de compreendermos como se realizam as discuss?es e recomenda??es te?ricas e metodol?gicas acerca das potencialidades da narrativa cinematogr?fica para as aulas de Hist?ria e as poss?veis aproxima??es destas com a teoria da hist?ria. / This study aims to diagnose and analyze the use of film in school space, more precisely, in the teaching of history, from the theoretical perspective of the German historian J?rn R?sen and thus try to observe together with the assumptions of the Didactics of History elements such as public uses that are made for cinema history. In this sense, research propositions movies found in textbooks of history, paths to offer insights about the impacts caused by learning the historical film narrative, this being a learning also occurs in everyday life of students and not just in school space. For both, the textbooks present in Memorial do Programa Nacional do Livro Did?tico (PNLD), approved in the following editions PNLD/2005 and PNLD/2008 were used. To perform this diagnostic use, in addition to books, the Call Notices and Guides Textbook PNLD as a way to understand how to perform the theoretical and methodological discussions and recommendations about the potential of cinematic narrative for history lessons and these possible approaches to the theory of history.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-10-04T22:31:54Z No. of bitstreams: 1 JandsonBernardoSoares_DISSERT.pdf: 2098117 bytes, checksum: f151f1a5449976bdab4e7fa8f96f4554 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-10-13T22:22:25Z (GMT) No. of bitstreams: 1 JandsonBernardoSoares_DISSERT.pdf: 2098117 bytes, checksum: f151f1a5449976bdab4e7fa8f96f4554 (MD5) / Made available in DSpace on 2017-10-13T22:22:25Z (GMT). No. of bitstreams: 1 JandsonBernardoSoares_DISSERT.pdf: 2098117 bytes, checksum: f151f1a5449976bdab4e7fa8f96f4554 (MD5) Previous issue date: 2017-07-10 / Este trabalho tem por objetivo mapear, compreender e analisar os elementos que estruturaram o espa?o escolar, as rela??es e a??es desenvolvidas pelos sujeitos hist?ricos no momento de produ??o dos crit?rios de qualifica??o dos livros did?ticos e de Hist?ria, assim como as formas, sentidos, usos e fun??es atribu?das ao saber hist?rico escolar, institucionalizados pelo Programa Nacional do Livro Did?tico (PNLD), entre 1994-2014 investigar o papel de tal programa para a constru??o de tais crit?rios, p?s-ditadura civil-militar, assim como suas transforma??es, explorando assim sua historicidade. Para tal, analisou-se a produ??o de pesquisas sobre os livros did?ticos de Hist?ria a fim de refletir sobre como os especialistas visitaram essa espacialidade quando tratam do livro did?tico de Hist?ria, e situar a presente produ??o em rela??o ?s outras pesquisas sobre livros did?ticos de Hist?ria e como esta atende a uma lacuna: o estudo dos usos, formas, fun??es e sentidos atribu?dos ao conhecimento hist?rico no espa?o escolar e no livro did?tico de Hist?ria. Esse fato filia essa pesquisa ? Did?tica da Hist?ria, campo que estuda tais aspectos do conhecimento hist?rico. Analisaram-se tamb?m os documentos que fundamentaram o processo de sele??o das caracter?sticas que um bom livro did?tico de Hist?ria deveria possuir, a saber: Defini??es de Crit?rios para Avalia??o dos Livros Did?ticos ? Portugu?s, Matem?tica, Estudos Sociais e Ci?ncias/ 1? a 4? (1994) e Recomenda??es para uma pol?tica p?blica dos Livros Did?ticos (2001), que demarcariam os esfor?os iniciais nessa dire??o. Por ?ltimo, estudaram-se os Editais do PNLD do Ensino Fundamental entre 2000 e 2014, documentos que deram continuidade ao processo de parametriza??o da pr?tica social de produ??o de livros did?ticos. Trataram-se, assim, de observar s?cio-historicamente o que levou ? sele??o dos par?metros de qualidade que se atribu?ram ao livro did?tico de Hist?ria p?s-ditadura civil-militar, a partir do que estava tensionado no espa?o escolar no momento de sua elabora??o. Para isso, utilizou-se da an?lise de conte?do, fundamentada por Laurence Bardin, como metodologia de trabalho, a qual permitiu que se observasse os documentos para al?m de sua mensagem aparente, revelando elementos Hist?ricos, sociol?gicos e, at? mesmo, psicol?gicos. Aportou-se tamb?m na teoria de espa?o praticado, desenvolvida por Michel de Certeau, uma vez que permitiu compreender o espa?o escolar como um espa?o difuso, marcado, principalmente, por sua dimens?o relacional. Procurou-se com essa an?lise perceber as tens?es que perpassam o espa?o escolar no momento em que foi praticado por seus agentes ao tratarem do livro did?tico de Hist?ria no per?odo de 1994 a 2014. Foi poss?vel constatar, por meio desse trabalho, que a produ??o dos crit?rios de qualidade esteve, em um momento inicial, atrelado ?s no??es do capital neoliberal, marcas do governo Itamar Franco e FHC, mas que, a partir da subida do Partido dos Trabalhadores ? presid?ncia, uma nova formata??o foi dada ao PNLD. Essa foi marcada por uma aproxima??o maior do Estado em rela??o ? pr?tica de produ??o de livros did?ticos no Brasil, delimitando assim o que esse esperava de um bom material did?tico, n?o mais preocupado unicamente com a inser??o do Brasil no mundo do capital globalizado, mas voltado para a forma??o do cidad?o que se esperava para a sociedade brasileira republicana, capaz de agir e refletir e exercer seus direitos. Ao mesmo tempo, esta pesquisa tamb?m possibilitou visualizar elementos e agentes que comp?em o espa?o escolar, quando se trata da produ??o de livros did?ticos, assim como suas t?ticas e estrat?gias no momento das a??es em tal espacialidade, marcada por uma economia escritur?stica. / This work aims to map, understand and analyze the elements that structured the school space, the relationships and actions developed by historical subjects at the moment of production of the qualification criteria of textbooks and history, as well as the forms, meanings, uses and functions attributed to the school's historical knowledge, institutionalized by the National Textbook Program (PNLD), between 1994 and 2014; to investigate the role of such a program for the construction of such criteria, post-civil-military dictatorship, as well as its transformations, thus exploring its historicity. For that, we analyzed the production of research on the History textbooks in order to reflect on how the specialists visited this spatiality when they deal with the textbook of History and situate the present production in relation to the other researches on History textbooks and as it deals with a gap: the study of the uses, forms, functions and meanings attributed to historical knowledge in the school space and in the textbook of History. This fact links this research to the Didactics of History, a field that studies such aspects of historical knowledge. We also analyzed the documents that supported the process of selecting the characteristics that a good History textbook should have, namely: Definitions of Criteria for Evaluation of Didactic Books - Portuguese, Mathematics, Social Studies and Sciences / 1st to 4th (1994 ) and Recommendations for a Public Policy on Didactic Books (2001), which would mark initial efforts in this direction. Finally, we have studied the PNLD Public Schools of Primary Education between 2000 and 2014, documents that continued the process of parameterization of the social practice of textbook production. Thus, they sought to observe socio-historically what led to the selection of quality parameters attributed to the History textbook after civil-military dictatorship, from what was strained in the school space at the time of its elaboration. For this, it was used the content analysis, founded by Laurence Bardin, as a methodology of work, which allowed to observe the documents beyond its apparent message, revealing historical, sociological and even psychological elements. He was also involved in the theory of space practiced, developed by Michel de Certeau, since it allowed to understand the school space as a diffuse space, mainly marked by its relational dimension. This analysis sought to understand the tensions that permeate the school space when it was practiced by its agents when dealing with the History textbook from 1994 to 2014. It was possible to verify, through this work, that the production of quality criteria was, in an initial moment, linked to the notions of neoliberal capital, government remains of Itamar Franco and FHC, but that, from the rise of the Workers' Party to the presidency, a new format was given to the PNLD. This was marked by a greater approximation of the State in relation to the practice of textbook production in Brazil, thus delimiting what was expected of a good didactic material, no longer concerned solely with the insertion of Brazil into the world of globalized capital, but for the formation of the citizen that was expected for Brazilian republican society, capable of acting and reflecting and exercising their rights. At the same time, this research also made it possible to visualize elements and agents that make up the school space, when it comes to the production of didactic books, as well as their tactics and strategies in the moment of actions in such spatiality, marked by a scriptural economy.

Made available in DSpace on 2017-07-21T20:31:45Z (GMT). No. of bitstreams: 1 Federico Alvez Cavanna.pdf: 1096936 bytes, checksum: b2d6526421860ccdd3221c82dbd36d86 (MD5) Previous issue date: 2009-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / At 2004, the Frente Amplio (left parties and movements coalition) won the parliamentary and presidential elections. One of the first changes was a revision of the military period, in the juridical aspects, including human rights, and also in the educational aspect, that is, the scholar teaching about dicatatorship has entered in the agenda, and with it the advantages and problems of the teaching of recent history. From the motivations and difficulties that emerged to the incorporation of the teaching of recent history at Uruguay, the notion of ?laicidade? (laity) ? of large usage on the public debate ? as one of the strongest conditionants who grow difficult the history didactics renewing. The main objective is to understand the characteristics and working of the usage of the ?laicidade? notion, on what it refers to the history teaching. To this field of the education, there are different visions and usages of the ?history as scholar subject? and its teaching and learning processes, that are considered adequated or not according to the individual position about the theme of the ?laicidade?. With resource to documental analysis and to the production and interpretation of written interviews, it was analysed two groups of individuals involved in this debate. At a side, the politicians of the tradicional political parties (Blancos and Colorados), from their parliamentary and journalistic speeches; at the other side, the history teachers, from among were interviewed 15 teachers during the actual year. The main theorical references were the texts on historical consciousness and history didactics of J?rn R?sen (2001, 2007, 2007b) and the analysis about the relationships with the knowledge done by Bernard Charlot (1986, 2001, 2005,2006). The renewing of the history teaching in general, that represents the arrival of recent history at the classrooms stays conditioned by the indefinable notion of ?violate laicy? (violar a laicidade) in a big proportion. It was constated that the original meaning of the notion - linked to avoiding the teaching of religious dogmas in the classes ? is completely changed by a ?political shape? that unites this notion with the idea of a objective and neutral education. Because of this, the ?usage? of the laicy concept revealed to be a key to enter the analysis in the different ?usagens of teached history? and over the vision that is got ?about? and ?from? the different individuals that make the teaching and learning process (except the students that were no part of this research). By a side, the politicians consider ?laic? and, because of this, accepted, a history without conflicts ? lineal, nationalist and liberal (and, of course, objective and neutral) that honour the supposed tabula rasa that the student would represent. The teachers divide in whose fear problems caused in the confrontation of those ?social accepted? rules (and ends ?institucionalizing? themselves accepting those rules) and the ones who see a trap in the desired objectivity or neutrality. The prominence of this research is at identifying the ?laicidade? as a notion at the same time indefiniable and insindiously condicionater of the practices, individuals and knowledges to the history teaching in Uruguay. The research allows proposing a revision of the ?laicidade? notion, in the meaning of maintaining this role of definition of a public space, but pledging criteria that can also be public, that means, intersubjectively constructed. / Em 2004, o Frente Amplio (coaliza??o de partidos e movimentos de esquerda) venceu as elei??es parlamentares e presidencial no Uruguai. Uma das primeiras mudan?as foi uma revis?o do per?odo militar, tanto nos aspectos jur?dicos, incluindo os direitos humanos, quanto no aspecto educacional, ou seja, o ensino escolar sobre a ditadura entrou para a ordem do dia, e com ele as vantagens e problemas do ensino da hist?ria recente. A partir das motiva??es e dificuldades que surgiram para a incorpora??o do ensino da hist?ria recente no Uruguai, discutese a no??o de laicidade ? de largo uso no debate p?blico ? como um dos condicionantes mais fortes que dificultam uma renova??o da did?tica da hist?ria. O objetivo principal ? compreender as caracter?sticas e o funcionamento do uso da no??o de laicidade no que se refere ao ensino de Hist?ria. Para esse campo da educa??o, existem diferentes vis?es e usos da ?disciplina hist?ria? e seus processos de ensino aprendizagem, julgados adequados ou n?o conforme o posicionamento do sujeito quanto ? quest?o da laicidade. Com o recurso ? an?lise documental e ? produ??o e interpreta??o de entrevistas escritas, foram analisados dois grupos de sujeitos envolvidos nesse debate. Por um lado os pol?ticos dos partidos tradicionais (Blancos e Colorados) a partir de seus depoimentos parlamentares e jornal?sticos e por outro os professores de hist?ria, dentre os quais foram entrevistados 15 docentes no decorrer do atual ano. Os principais referentes te?ricos utilizados s?o os escritos sobre consci?ncia hist?rica e did?tica da hist?ria de J?rn R?sen (2001, 2007, 2007b) e as an?lises sobre as rela??es com o saber que realiza Bernard Charlot (1986, 2001, 2005, 2006). A renova??o no ensino da hist?ria em geral que representa a chegada da hist?ria recente nas aulas fica em boa medida condicionada pela indefin?vel no??o de ?violar a laicidade?. Constatou-se que o sentido original da no??o -vinculado com evitar o ensino de dogmas religiosos nas aulas - acha-se totalmente modificado por um ?formato pol?tico? que une essa no??o com a ideia de um ensino objetivo e neutro. Por sso mesmo o ?uso? do conceito de laicidade resultou ser a chave para adentrar as an?lises nos diferentes ?usos da hist?ria ensinada? e sobre a vis?o que se tem ?de? e ?desde? os diferentes sujeitos que comp?em o processo de ensino-aprendizagem (exceto os estudantes, que n?o integraram esta pesquisa). Por um lado os pol?ticos tradicionais consideram ?laica?, e por isso mesmo aceita, uma hist?ria sem conflitos - linear, nacionalista e liberal (e, claro, objetiva e neutra) que respeite a suposta ?tabula rasa? que representaria o estudante. Os professores se dividem entre os que temem problemas por confrontar essa vis?o ?aceita socialmente? da laicidade (e terminam por ?institucionalizar-se? aceitando essas regras para o ensino) e outros que visualizam uma armadilha na pretendida objetividade ou neutralidade. A relev?ncia desta pesquisa est? em identificar a laicidade como uma no??o ao mesmo tempo indefin?vel e sutilmente condicionadora das pr?ticas, sujeitos e saberes para o ensino da hist?ria no Uruguai. A investiga??o permite propor uma revis?o da no??o de laicidade, no sentido de manter seu papel de defini??o de um espa?o p?blico, mas garantindo crit?rios que tamb?m sejam p?blicos, ou seja, constru?dos intersubjetivamente.

Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 GiovanninniLFB_DISSERT_pag_1_a_118.pdf: 7226413 bytes, checksum: dc94a6ed83c5371cec55bbc2522ef23a (MD5) Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico. Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades. Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados, bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado ? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo de proposta