As concepções empiristas de aprendizagem no ensino de História centram-se, via de regra, na transmissão de fatos e conceitos por meio da exposição do conteúdo e dos exercícios de fixação. No ensino da língua escrita, privilegiam o domínio do código e da ortografia, centrando-se mais nas estruturas do que nos usos. Opondo-se a isso, o presente estudo parte de uma revisão conceitual sobre a História e o ensino de História, a escrita e o processo de aprendizagem desse sistema de representação, instituindo-os como um paradigma educativo voltado para a formação do sujeito pensante. Com base nesse pressuposto, o presente trabalho pretende contribuir para a compreensão dos processos cognitivos movidos na complexidade das relações interdisciplinares, mais especificamente, tomando o imbricamento entre o desenvolvimento da consciência histórica e da competência narrativa. Calcada nas reflexões de Vygotsky e Bakhtin sobre a relação palavra e consciência, e de Rüsen sobre a consciência histórica enquanto aprendizagem, a pesquisa teve como objetivo mapear, nas produções escritas, as operações lingüísticas dos alunos, das quais emergem e se transformam fragmentos da consciência histórica. O corpus da investigação foi constituído por 134 produções textuais de 67 estudantes (29 da 5ª série e 38 da 8ª série do Ensino Fundamental) de uma escola municipal de São Paulo. Com o fim de avaliar o processo de transformação da língua e da consciência histórica, a coleta incidiu na escrita e reescrita de um texto: na primeira produção, os alunos foram convidados a se pronunciar sobre um fato cotidiano, explicando a sua ocorrência no presente; na segunda, foram desafiados a reconsiderar a sua produção a partir de uma vivência que pretendeu ampliar os recursos lingüísticos e a complexidade da situação em pauta. A análise comparativa de ambas as produções foi feita com base no paradigma indiciário formulado por Guinzburg. Os resultados apontam para a pluralidade dos processos cognitivos e das estratégias de linguagem, evidenciando a natureza das relações entre a aprendizagem de História e da escrita. Nessa perspectiva, as conclusões fortalecem, indiscutivelmente, as bases para a constituição de uma educação transformadora. / The empiricist conceptions of learning in the teaching of History are centered, mostly, in the transmission of facts and concepts through the exhibition of the content and fixation exercises. In the teaching of the written language, they privilege the domain of the code and of the spelling, being centered more in the structures than in the usage. Opposed to that, the present study, which is part of a conceptual revision on the History and the teaching of History, the writing and the learning process of that representation system, instituting them as an educational paradigm turning back to the thinking subject\'s formation. Based on that presupposition, it is intended, with this research, to contribute for the understanding of the cognitive processes moved in the complexity of the interdisciplinary relationships, more specifically, taking the imbricament among the development of the historical consciousness and the narrative competence. Looking into the reflections of Vygotsky and Bakhtin on the relationship word and consciousness of Rüsen on the historical consciousness as learning, the research had as its objective, mapping the written productions, the students\' linguistic operations, of which emerge and change fragments of the historical consciousness. The corpus of the investigation was constituted by 134 textual productions of 67 students (29 of the 5th grade and 38 of the 8th grade of the secondary school) of a municipal school of São Paulo. In order to evaluate the transformation process of the language and the historical consciousness, the collection happened in the writing and in the rewriting of a text: in the first production, the students were invited to pronounce themselves on a daily fact, explaining their occurrence in the present; in the second, they were challenged to reconsider their composition starting from an existence that intended to enlarge the linguistic resources and the complexity of the situation in the agenda. The comparative analysis of both productions were made upon indicia paradigm formulated by Ginzburg. The results appear for the plurality of the cognitive processes and of the language strategies, evidencing the nature of the relationships among the History learning and writing. Under this prospect, the conclusions unquestionably strengthen the bases for the constitution of a transformed education.

O objetivo do estudo foi compreender como estudantes do ensino fundamental mobilizam elementos e operações do pensamento histórico suscitados pelo desafio de narrar a história do Brasil. A tarefa enfrentada pelos sujeitos da pesquisa provocou uma série movimentos cognitivos: selecionar eventos, personagens, períodos e conceitos na longa temporalidade, interpretá-los e articula-los num relato explicativo que servisse de orientação para o interlocutor. Para consecução dos objetivos propostos, a investigação partiu da reflexão sobre as relações entre pensamento e linguagem, tomando as formas narrativas como ferramentas culturais fundamentais no processo de desenvolvimento cognitivo e na aprendizagem. Com essa premissa, foram discutidas as especificidades da narrativa na produção do conhecimento histórico, suas relações com a aprendizagem histórica e a formação do pensamento/consciência histórica, tendo como referencial teórico principal as proposições de Jörn Rüsen (2001, 2009) sobre a constituição narrativa do conhecimento e pensamento histórico e das estruturas da consciência histórica. No percurso metodológico de caráter qualitativo buscou-se articular os aportes de Rüsen com referenciais oriundos de pesquisas empíricas, notadamente as realizadas pela Educação Histórica no Brasil e em Portugal, de modo que subsidiassem a análise dos materiais escritos recolhidos em oito turmas da oitava série/nono ano de uma escola da rede municipal de São Paulo em 2010 e 2011. Foi realizada a descrição e análise dos marcadores históricos (acontecimentos, agentes, temporalidades e espaços), caracterizados como conteúdos e conceitos históricos substantivos estruturantes e das formas de sua articulação nas narrativas coletadas. A análise e reflexão desses elementos possibilitaram a identificação de perfis das estruturas narrativas dos estudantes e das perspectivas de atribuição de significância histórica. Desse modo foi possível evidenciar a compreensão e interpretação dos estudantes sobre o passado e a história, auxiliando no entendimento de elementos e processos de formação do pensamento e da consciência histórica no grupo investigado. / The aim of this study was to understand how students from basic education mobilize elements and historical thinking operations raised by the challenge of narrating the History of Brazil. The task faced by the researched actors led to a series of cognitive movements: events selection, characters, periods and concepts in long temporality, interpret them and articulate them in a explanatory account that would provide guidance to the interlocutor. For the attainment of the proposed aims, the research started from a reflection about the relations between think and language, taking the narrative shapes as fundamental cultural tools in the cognitive development process and learning. By this premise, was discussed the specificities of narrative in historical knowledge production, their relations with historical learning and the historical thinking /consciousness, taking as main theoretical the propositions of Jörn Rüsen (2001, 2009) about the creation of knowledge and historical thinking, and structures of historical consciousness. In a qualitative methodological approach sought to articulate the contributions of Rüsen with references from empirical research, especially those carried out by history education in Brazil and Portugal, so that subsidize the analysis of written materials collected in eight classes of eighth grade / ninth year of a municipal school of Sao Paulo in 2010 and 2011. Was performed an analysis and description of historical markers (events, agents, temporalities and spaces), characterized as substantive historical content and structuring concepts and forms of its articulation in the narratives collected. The analysis and discussion of these elements allowed the identification of profiles of the narrative structures of students and assignment prospects of historical significance. Therefore it was possible to demonstrate the students understanding and interpretation of the past and history, assisting in the understanding of elements and formation processes of historical thinking and consciousness in the investigated group.

Made available in DSpace on 2017-07-21T20:31:48Z (GMT). No. of bitstreams: 1 RODRIGOEIDAM.pdf: 1489191 bytes, checksum: b2ba22511bcbf856224ce1e98986be5d (MD5) Previous issue date: 2009-12-09 / This dissertation studies the relationship between the educational process of conscience formation history and negotiation of identity among German immigrants living in S?o Paulo, through the case of two colonies in the region of Campos Gerais (Paran?). The first settlement is Good Garden, founded in the 1920s, who owned a private school in the whole process of teaching and learning was focused on continuity of the ideal German second reading of the leaders of the colony, which included a racial and cultural superiority German. With New State this school came to be closed, its employees harassed and arrested many of them. With the closing of the school and the end of the Vargas regime, this group was to do away this colony and now a German archaic speech, and the new younger generations do not master any language, and has little interest in German identity. The second colony studied, Witmarsum, was established in Santa Catarina and Parana transferred to in 1951. Unlike Bom Jardim, passed without major problems by the Vargas dictatorship, and one of the factors that resulted predominantly for this was equivocal identification of the group as the representatives of German government in order to dominate their own dialect, a mixture German, Dutch and Russian. With the fall of the Estado Novo, the school returned the colony to teach German, leaving in their curriculum and the modern German formal (school is supervised by the community, with teachers in the public state). The research methodology was held on interviews with old settlers in search of his memories of relationships and formal educational non-formal school and non school simulation analysis of personal moral choices on a fictional narrative, and study of documents, mainly photos and materials. Results show that the educational process, different in each colony, was a significant factor in the management of identity in light of new contexts, or not favoring ties of continuity between the original national identity and national identity resulting contemporary of both colonies studied. The reluctance to integrate with the national and strict maintenance of an educational perspective that the German identity conflicted with the local identity (the "shifting cultivators") led the community of Bom Jardim confrontations that resulted in the collapse of the German identity among its participants over time. On the other hand, increased openness and ability to negotiate identity and its reproduction through education in a different historical context, was one of the factors that enabled the colony Witmarsum continued recovery from his perspective of the German identity to this day. / Nesta disserta??o estuda-se a rela??o entre processo pedag?gico, forma??o da consci?ncia hist?ria e negocia??o da identidade entre imigrantes alem?es vivendo no Paran?, atrav?s do caso de duas col?nias na regi?o dos Campos Gerais (Paran?). A primeira col?nia ? Bom Jardim, fundada na d?cada de 1920, que possu?a uma escola particular em que todo o processo de ensino e aprendizagem era voltado para continuidade dos ideais alem?es segundo a leitura dos l?deres da col?nia, o que inclu?a a superioridade racial e cultural do alem?o. Com o Estado Novo essa escola veio a ser fechada, seus colaboradores perseguidos e muitos deles presos. Com o fechamento da escola e com o fim do regime de Vargas, esse grupo foi se descaracterizando e atualmente essa col?nia fala um alem?o arcaico, sendo que as novas gera??es mais jovens n?o t?m dom?nio algum do idioma, e tem pouco interesse pela identidade alem?. A segunda col?nia estudada, Witmarsum, foi criada em Santa Catarina e transladada ao Paran? em 1951. Ao contr?rio de Bom Jardim, passou sem maiores problemas pela ditadura de Vargas, sendo que um dos fatores que resultou predominante para isso foi a identifica??o equ?voca do grupo como alem?o pelos representantes do governo, tendo em vista que dominavam um dialeto pr?prio, uma mescla de alem?o, holand?s e russo. Com a queda do Estado Novo, a escola da col?nia voltou a ensinar o alem?o, mantendo em seu curr?culo escolar o alem?o moderno e formal (a escola ? supervisionada pela comunidade, com professores do sistema p?blico estadual). A metodologia da pesquisa sustentou-se em entrevistas com colonos idosos em busca de suas mem?rias sobre rela??es educativas formais e n?o-formais, escolares e n?o escolares, an?lise de simula??o de escolhas morais pessoais diante de uma narrativa fict?cia, e estudo de documentos, principalmente fotos e materiais did?ticos. Os principais resultados mostram que o processo educacional, diferente em cada col?nia, foi um fator significativo no gerenciamento da identidade em fun??o de novos contextos, favorecendo ou n?o la?os de continuidade entre as identidades nacionais originais e a identidade nacional resultante contempor?nea de ambas as col?nias estudadas. A relut?ncia em integrar-se com a comunidade nacional e manuten??o estrita de uma perspectiva educacional que conflitava a identidade alem? com a identidade local (dos ?caboclos?) levou a comunidade de Bom Jardim a confrontos que resultaram no esfacelamento da identidade alem? entre seus participantes ao longo do tempo. Por outro lado, a maior abertura e capacidade de negocia??o da identidade e sua reprodu??o atrav?s da educa??o, em um contexto hist?rico distinto, foi um dos fatores que permitiu ? col?nia Witmarsum a valoriza??o continuada de sua perspectiva da identidade alem? at? os dias atuais.

Made available in DSpace on 2017-07-21T20:31:59Z (GMT). No. of bitstreams: 1 carlos grokorriski.pdf: 1143537 bytes, checksum: e46c9e194cb2f26a28fbbe05a8a725c7 (MD5) Previous issue date: 2012-08-06 / This dissertation aims to describe the dynamics of the relations between an specific governamental action, the “Paraná Alfabetizado” program, whose function is the alphabetization of the young, adults and elderly, and a remaining quilombola community (CRQ), in this case, the Sutil community. The theoretical base is constitued from the concepts of ‘dialogicity/conscientization’ in Paulo Freire; and ‘disciplinary matrix/ historical consciousness’ in Jörn Rüsen. Both (concepts/authors) share similar theories on the relations between the spheres of knowledge and practical life. At the same time, other referentials that contribute to some aspects of this text were utilizes. The research is qualitative and the gathering of data was developed by exploratory survey followed by interviews. Among the main contribution of this research are: a reflection on the identity of the community, its relations with the state institution, as well as the possibilities of projection in the future. The contributions of this work are given in order to provide opportunities for community intervention from an epistemological model that considers the integration of specialized knowledge, public sphere as political action management and practical life of the community. / Este trabalho tem por objetivo descrever a dinâmica das relações entre uma ação governamental específica, o “Programa Paraná Alfabetizado”, cuja função é a alfabetização de jovens, adultos e idosos, e uma comunidade remanescente quilombola (CRQ), neste caso a comunidade do Sutil. A base teórica é constituída a partir dos conceitos de ‘dialogicidade/conscientização’ em Paulo Freire; e ‘matriz disciplinar/ consciência histórica’ em Jörn Rüsen. Ambos (conceitos/autores) compartilham de teorias semelhantes referentes às relações entre as esferas do conhecimento e da vida prática. Paralelamente foram utilizados outros referenciais que contribuíram com alguns aspectos deste trabalho. A pesquisa é qualitativa e a coleta de dados se deu por pesquisa exploratória seguida de entrevistas. Entre as principais contribuições da pesquisa estão: uma reflexão sobre a identidade da comunidade, suas relações com a instituição estatal, bem como as possibilidades de projeção do futuro. As contribuições deste trabalho se dão no sentido de oferecer possibilidades de intervenção na comunidade a partir de um modelo epistemológico que considere a integração entre conhecimento especializado, esfera pública como ação política gestora e vida prática da comunidade.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-30T18:49:18Z No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) / Made available in DSpace on 2017-10-30T18:49:18Z (GMT). No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) Previous issue date: 2016-10-31 / CAPES / This study aims the development of assessment parameters of historical learning for the curriculum study about History teaching for the 6th grade of elementary school. The 6th grade of basic education consists in a crucial stage of school development, where contents and schooled knowledge start to be increasingly worked in a deepen and complex way. Each area of knowledge starts to receive a specified approach, demanding from the student the progressive learning and familiarity with specific theories and methodologies from each school subject matter even more focused. The teaching-learning process of History in the school, as knowledge and procedure mediated by the scientific treatment, also requires more and more from the student the mobilization of critical and interpretative skills to the understanding conscious of yourself and the world in which it is inserted, enabling that individual act as historical subject and agent of change, individual and collective. As protagonist and mediator of this learning process, the teacher of History has to have clarity of their goals and timing systems and historical thinking modelyzing in the History?s curriculums for this phase. Proposed parameters for the critical evaluation of the contents and practices suggested and produced from official curriculum documents of History teaching for the 6th grade in the city of Rio de Janeiro could assist teachers/historians to develop reflections and practices that have the objective of stimulating in their students a historical learning that provide a historical consciousness critical-genetics. The development of this historic perception of world would allow the full insertion of the individual in society due to its liberating-emancipated ability, forming a consciousness and a tolerant and active praxis. The study is based on theoretical-methodological assumptions about historic learning outlined by J?rn R?sen in his work about theory of the History, in which he dwells on the learning and formation of historical consciousness. Other authors and concepts are deployed throughout the work, with the goal of allowing a broad dialogue about the issues of the curriculum, the teaching and the schooling of History. A comparative study about the National Curriculum Parameters (PCNS) and the Curricular Guidelines of Rio de Janeiro for the teaching of history of the 6th grade has done in order to elaborate proposals for critical evaluation parameters. / O presente trabalho tem por objetivo a elabora??o de par?metros cr?ticos de avalia??o da aprendizagem hist?rica para o estudo curricular sobre ensino de Hist?ria para o 6? ano do ensino fundamental como instrumentos para auxiliar o docente de Hist?ria na an?lise de propostas curriculares preexistentes e na elabora??o de sua pr?pria proposta curricular de aprendizado hist?rico. O 6? ano de escolaridade da educa??o b?sica consiste numa fase crucial do desenvolvimento escolar, onde conte?dos e conhecimentos escolarizados passam a ser trabalhados de forma cada vez mais aprofundada e complexificada. Cada ?rea do conhecimento recebe agora uma abordagem especificada, demandando do aluno o progressivo aprendizado e familiariza??o com teorias e metodologias pr?prias de cada mat?ria escolar de maneira ainda mais focalizada. O processo de ensino ? aprendizagem da Hist?ria escolarizada, como conhecimento e procedimento mediados pelo tratamento cient?fico, igualmente exige cada vez mais do educando a mobiliza??o de capacidades cr?ticas e interpretativas para a compreens?o consciente de si mesmo e do mundo em que est? inserido, possibilitando a esse indiv?duo atuar como sujeito hist?rico e agente de mudan?a, individual e coletiva. Como protagonista e mediador desse processo de aprendizagem, o docente de Hist?ria precisa ter clareza de seus objetivos e dos regimes de sentido de tempo e pensamento hist?ricos modalizados nos curr?culos de Hist?ria para essa fase escolar. Propostas de par?metros para a avalia??o cr?tica dos conte?dos e pr?ticas sugeridos e produzidos a partir de documentos curriculares oficiais de ensino de Hist?ria para o 6? ano na cidade do Rio de Janeiro poderiam auxiliar os professores/historiadores a desenvolver reflex?es e pr?ticas que tenham o objetivo de estimular em seus educandos uma aprendizagem hist?rica que os facultasse a constituir uma consci?ncia hist?rica cr?tico ? gen?tica. O desenvolvimento desta percep??o hist?rica de mundo permitiria a plena inser??o do indiv?duo na sociedade devido a sua capacidade libertadora ? emancipadora, formando uma consci?ncia e uma pr?xis emp?tica (de reconhecimento, respeito e defesa das diferen?as) e ativa. O estudo se baseia em pressupostos te?ricos ? metodol?gicos da aprendizagem hist?rica esbo?ados por J?rn R?sen em sua obra sobre teoria da Hist?ria, onde se debru?a sobre a aprendizagem e forma??o da consci?ncia hist?rica. Outros autores e conceitos s?o mobilizados ao longo do trabalho, com o objetivo de permitir um amplo di?logo sobre as quest?es do campo do curr?culo, da doc?ncia e do ensino de Hist?ria. Realizou - se um estudo comparativo dos Par?metros Curriculares Nacionais (PCNS) e das Orienta??es Curriculares do Munic?pio do Rio de Janeiro para o ensino de Hist?ria do 6? ano com o objetivo de elaborar as propostas de par?metros de avalia??o cr?tica.

This thesis examines how the Kamoro (also known as the Mimika) people of the south-west coast of Papua (former Irian Jaya), Indonesia have adapted to major political and economic changes over a long history of interactions with outsiders. More specifically, it is an ethnohistorical analysis of Kamoro strategies of engagement dating back to the seventeenth century, but focusing on the twentieth century. Taking ethnohistory to most generally refer to the investigation of the social and cultural distinctiveness of historical consciousness, this thesis examines how perceptions and activities of the past shape interpretations of the present. Though this thesis privileges Kamoro perspectives, it juxtaposes them against broader ethnohistorical analyses of the “outsiders” with whom they have interacted. For the Kamoro, amoko-kwere, narratives about the ancestral (and eternal) cultural heroes, underlie indigenous modes of historical consciousness which are ultimately grounded in forms of social reciprocity. One key characteristic of the amoko-kwere is the incorporation of foreign elements and their reformulation as products of indigenous agency. As a result of this reinterpretation expectations are raised concerning the exchange of foreign material wealth and abilities, both classified in the Kamoro language as kata. Foreign withholding of kata emerges as a dominant theme in amoko-kwere and is interpreted as theft, ultimately establishing relationships of negative reciprocity between the Kamoro and the powerful outsiders. These feelings are mirrored in contemporary Kamoro conceptions of their relationships with the Indonesian State and the massive PT Freeport Indonesia Mining Company who use a significant amount of Kamoro land for deposition of mining waste (tailings) and for the development of State and company infrastructure.

<p>“ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11)</p><p>This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place.</p><p>In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed.</p><p>In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives.</p><p>A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.</p>

“ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11) This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place. In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed. In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives. A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.

The Indigenous past is largely absent from settler representations of the history of the city of Toronto, Canada. Nineteenth and twentieth century historical chroniclers often downplayed the historic presence of the Mississaugas and their Indigenous predecessors by drawing on doctrines of terra nullius, ignoring the significance of the Toronto Purchase, and changing the city’s foundational story from the establishment of York in 1793 to the incorporation of the City of Toronto in 1834. These chroniclers usually assumed that “real Indians” and urban life were inimical. Often their representations implied that local Indigenous peoples had no significant history and thus the region had little or no history before the arrival of Europeans. Alternatively, narratives of ethical settler indigenization positioned the Indigenous past as the uncivilized starting point in a monological European theory of historical development. In many civic discourses, the city stood in for the nation as a symbol of its future, and national history stood in for the region’s local history. The national replaced ‘the Indigenous’ in an ideological process that peaked between the 1880s and the 1930s. Concurrently, the loyalist Six Nations were often represented as the only Indigenous people with ties to Torontonians, while the specific historical identity of the Mississaugas was erased. The role of both the government and local settlers in crowding the Mississaugas out of their lands on the Credit River was rationalized as a natural process, while Indigenous land claims, historical interpretations, and mnemonic forms were rarely accorded legitimacy by non-Indigenous city residents. After World War II, with new influxes of both Indigenous peoples and multicultural immigrants into the city, colonial narratives of Toronto history were increasingly challenged and replaced by multiple stories or narrative fragments. Indigenous residents created their own representations of Toronto as an Indigenous place with an Indigenous history; emphasizing continuous occupation and spiritual connections between place and ancestors. Today, contention among Indigenous groups over the fairness of the Mississauga land claim, epistemic differences between western and Indigenous conceptions of history, and ongoing settler disavowal of the impact of colonialism have precluded any simple or consensual narrative of Toronto’s past.

The Indigenous past is largely absent from settler representations of the history of the city of Toronto, Canada. Nineteenth and twentieth century historical chroniclers often downplayed the historic presence of the Mississaugas and their Indigenous predecessors by drawing on doctrines of terra nullius, ignoring the significance of the Toronto Purchase, and changing the city’s foundational story from the establishment of York in 1793 to the incorporation of the City of Toronto in 1834. These chroniclers usually assumed that “real Indians” and urban life were inimical. Often their representations implied that local Indigenous peoples had no significant history and thus the region had little or no history before the arrival of Europeans. Alternatively, narratives of ethical settler indigenization positioned the Indigenous past as the uncivilized starting point in a monological European theory of historical development. In many civic discourses, the city stood in for the nation as a symbol of its future, and national history stood in for the region’s local history. The national replaced ‘the Indigenous’ in an ideological process that peaked between the 1880s and the 1930s. Concurrently, the loyalist Six Nations were often represented as the only Indigenous people with ties to Torontonians, while the specific historical identity of the Mississaugas was erased. The role of both the government and local settlers in crowding the Mississaugas out of their lands on the Credit River was rationalized as a natural process, while Indigenous land claims, historical interpretations, and mnemonic forms were rarely accorded legitimacy by non-Indigenous city residents. After World War II, with new influxes of both Indigenous peoples and multicultural immigrants into the city, colonial narratives of Toronto history were increasingly challenged and replaced by multiple stories or narrative fragments. Indigenous residents created their own representations of Toronto as an Indigenous place with an Indigenous history; emphasizing continuous occupation and spiritual connections between place and ancestors. Today, contention among Indigenous groups over the fairness of the Mississauga land claim, epistemic differences between western and Indigenous conceptions of history, and ongoing settler disavowal of the impact of colonialism have precluded any simple or consensual narrative of Toronto’s past.