Les réformes qui affectent le système d’enseignement suédois de 1945 à 1980 ont abouti à unifier ses structures et son discours au nom de l’égalité et de l’utilité collective. Le réductionnisme instrumental propre à d’autres champs de la construction de l’État-providence investit alors la sphère de l’accès au savoir : légitimation des méthodes par la science, explication des objectifs, rationalisation des outils de programmation et de formation des agents... Le ralliement de l’école à un « modèle » suédois d’hygiène sociale est ici examiné à travers son impact sur les cadres sociaux de la mémoire culturelle. L’accent est mis sur la manière dont la codification du relativisme et la formalisation d’une approche non biaisée des sujets d’enseignement affectent l’autorité du canon pédagogique, en précipitant sa crise. À cette fin, l’évolution du cadre codifié de l’enseignement de l’histoire, l’évolution vers un programme interdisciplinaire pour les humanités et la structure des manuels scolaires d’histoire, font l’objet d’un suivi systématique.La seconde partie de l’étude est consacrée à la manière dont la subordination de la relation éducative à l’intérêt social qu’elle est censée servir se construit, paradoxalement, en tant que régime de vérité. Au nom de son statut émancipateur, l’institution scolaire est appelée à investir le terrain de la formation du sentiment individuel de responsabilité – de la vie de couple à l’éducation correcte des enfants. L’injonction de conformité et de discipline que cet enseignement véhicule, oriente la relation maître/élève vers un tiers symbolique immanent : l’actualisation de valeurs « suédoises », ou prétendues telles. Les enjeux imaginaires de l’introduction de méthodes participatives à l’école et de l’accueil des enfants d’immigrés, entre 1970 et 1980, et l’émergence ultérieure de deux impératifs sociaux – le « devoir » des adultes d’influencer les enfants, et le devoir social de « former » les parents – sont examinés dans cette optique. / The reshaping of the Swedish education system from 1945 to 1980 led to a unification of its structures and discourse in the name of equality and the common good. The instrumental reductionism inherent in the construction of the welfare state was thus extended to the sphere of access to knowledge: scientific validation of the methods used, explanation of the objectives, rationalisation of planning and training tools, etc. The thesis examines the alignment of the school system with a Swedish “model” of social hygiene through its impact on the social frameworks of cultural memory. It focuses on how the codification of relativism and the formalisation of an unbiased approach to the subjects taught impact on the authority of the pedagogical canon, while accelerating its crisis. To this end, the formal framework of history teaching, the shift to a trans-disciplinary curriculum for humanities and the changing focus of history school-books are analysed systematically.The second part of the study focuses on how the subordination of the teaching relationship to the social purpose it was supposed to serve was imposed, paradoxically, as a truth regime. In the name of their emancipatory role, schools were now required to help foster an individual sense of responsibility – whether in the area of married life or with regard to the “correct” way of raising children. The requirement for conformity and discipline reflected in this teaching would shift the teacher/pupil relationship towards an immanent symbolic third: the implementation of “Swedish” (or supposedly Swedish) values. The imaginary challenges involved in introducing a participatory approach in schools and welcoming the children of immigrants between 1970 and 1980, and the subsequent emergence of two social imperatives – the “duty” of adults to influence their children, and the social duty to “train” the parents – are examined in this light.

É possível aprender História com sentido para a Vida? Esta pesquisa, cujo objetivo é compreender em que medida o pensamento histórico de estudantes brasileiros e portugueses apresenta aspectos de uma consciência histórica pertinente para a reflexão acerca das demandas da cultura histórica contemporânea, pautou-se por essa indagação. Em outras palavras, procurou verificar como o ensino de História, nas escolas públicas de Brasil e Portugal, tem contribuído para o desenvolvimento de uma consciência histórica que possibilite a satisfação das carências de orientação temporal e constituição de identidade na sociedade atual. Para a consecução dessa meta coletou informações com o intuito de conhecer os diferentes perfis de caráter socioeconômico e cultural dos grupos pesquisados, além de narrativas discentes geradas pela interpretação de um fato histórico comum a Brasil e Portugal - a transferência da família real portuguesa (1808). Tal material empírico foi analisado com critérios quantitativos e qualitativos, balizados pela interpretação do repertório teóricoepistemológico composto por experiências de autores de diferentes áreas do conhecimento histórico como a Filosofia da História, a Didática da História e a Educação Histórica. Este percurso possibilitou a construção de uma tipologia de análise narrativa que permite verificar as tendências de constituição do sentido histórico à orientação temporal subsumidas a grupos pesquisados. Em outras palavras, o exercício meta-histórico realizado ao longo da pesquisa permitiu a elaboração de uma tipologia que indica qual ou quais tipos de consciência histórica são predominantes nos discursos de um grupo. Finalmente, discutir com os estudantes como os conceitos estruturadores do pensamento histórico atuam para construir conhecimento, mediado pela consciência histórica subsumida à argumentação, se constitui como a proposição desta pesquisa. Potencializar as ideias históricas através de princípios metodológicos que invistam no desenvolvimento da argumentação é função intransferível do ensino de História e, por isso, conceitos metahistóricos podem ser trabalhados nas aulas do ensino básico, paulatina e progressivamente, como meios pelos quais se articula o pensamento histórico. Dessa forma, a História mostrará como é área do conhecimento fundamental para a geração de reflexão e autorreflexão acerca das experiências humanas. Aprender História com sentido para a Vida. / This research aims at understanding how far the historical thinking of Brazilian and Portuguese students present aspects of a historical consciousness relevant to discuss about Contemporary Historical Culture, in order to answer the question: is it possible to learn History with sense to life?. In other words, the aim of this work is to verify how the History teaching in the public schools in Brazil and Portugal has contributed to the development of a historical consciousness that enables the satisfaction to fulfill the lack of time orientation and identity formation in contemporary society. In order to achieve this goal, data was collected in order to know the different profiles of socioeconomic and cultural of the groups searched, beyond the students narrative about their interpretation of a common historical fact to Brazil and Portugal - the transfer of the Portuguese royal family (1808). This empirical material was analyzed with quantitative and qualitative criteria, guided by the studies on a theoretical epistemology of author experiences from different areas of historical knowledge as the Philosophy of History, the Didactic of History and the History Education. This way of study has enabled the construction of an analysis narrative typology which allows verifying the trends of historical sense formation to time orientation subsumed to groups searched. In other words, the metahistorical exercise done throughout the research allowed the development of a typology that indicates how or what types of historical consciousness are predominant in a group discourse. Finally, discuss with students how the concepts of historical thinking work to build knowledge, mediated by the historical consciousness subsumed to the argument, it is the aim of this research. Improve the historical ideas through methodological principles that invest in developing the argument is indelible function of teaching history and therefore, metahistorical concepts can be worked in class , gradually and progressively, as the means by which articulates historical thought. Thus, history will show how the area of fundamental knowledge is to generate reflection and self reflection about the human experience. Learn History with sense to Life.

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The purpose of this study is to examine the historical consciousness and the use of history among pupils in 6th grade, in Swedish elementary school. To do this, the aim is to answer the following questions: Which types of history use are to be found among 6th graders, and how are these expressed? What historical consciousness/historical thinking do 6th graders display, and how is this expressed? What interest do 6th graders have in history? The method used in this study is a survey, which has been answered anonymously by 60 pupils in four different classes, from four different elementary schools, and in four different Swedish suburbs. The final analysis is based on theories on historical thinking/historical consciousness, uses of history, and history cultures, described by important historians, such as Rüsen, Ammert, and Karlsson. The study has led to the conclusion that, although a large majority of the pupils say that they are interested in history and think it is relevant, very few of them can mention uses of history outside the school context. The answers do not reveal a notably developed historical consciousness, even though there are signs expressing historical consciousness to a limited extent. One of the main characteristics of historical consciousness among the pupils is their use of concepts for historical change, such as development and consequence.

Esta pesquisa teve como objetivo estudar a construção de consciência histórica em alunos do ensino básico a partir do encontro/confronto, em sala de aula, dos diferentes saberes oriundos do senso comum e da ciência da História, por meio da análise das representações sociais constituídas por seus sujeitos: alunos e professores. A utilização de uma metodologia de pesquisa de inspiração etnográfica, somada a outros instrumentais qualitativos aplicados em alunos e professores do ensino fundamental e médio de escolas situadas na periferia da Cidade de São Paulo, proporcionou a leitura das configurações sociais da comunidade escolar à luz da teoria das representações sociais de Serge Moscovici e do conceito de consciência histórica de Jörn Rüsen. Baseado nesse aporte teórico e empírico, a dissertação buscou compreender a influência da dupla dimensão do cotidiano (local e global) na construção das representações sociais dos alunos e a transformação (ou reprodução) das mesmas após a atuação do ensino de História no espaço escolar, com vistas à consecução (ou não) de consciência histórica na vida prática. Por fim, a partir da análise do confronto de representações sociais de alunos e professores, oriundas da apreensão de um conceito substantivo discutido no ensino de História, propõe a socialização e discussão dessas diferentes representações no espaço escolar como possibilidade de formação de consciência histórica e de maior aproximação do estudo da História da vida prática dos alunos. / This research has the aim to study the forming of historical consciousness in elementary school students, starting from the discovery/confrontation of the different knowledge backgrounds resulting from common sense and the Science of History itself, through the analysis of the social representations made by their subjects: students and teachers. The use of the ethnography-inspired research method, added to alternative quantitative tools employed in studies with both pupils and teachers in the outskirts of São Paulo´s elementary and high schools, provided the understanding of the social setup in those communities, in the view of Serge Moscovici´s social representation theory and the Jörn Rüsen´s historical consciousness concept. Based on this both theoretical and empirical approach, this thesis intends to comprehend the (local and global) double-dimensioned influence of the quotidian life on forming students´ social representations, and their possible changes, or reproductions, after the process of the teaching of History in the school environment with the purpose of promoting (or not) historical consciousness in practical life. Finally, starting from the analysis of the comparison between students´ and teachers´ social representations, coming from the perception of the History teaching substantive concept, this thesis suggests the debate and the socialization of these different representations in the school environment as a possibility of construction of the historical consciousness and a better approach of History teaching in learners´ practical life.

É possível aprender História com sentido para a Vida? Esta pesquisa, cujo objetivo é compreender em que medida o pensamento histórico de estudantes brasileiros e portugueses apresenta aspectos de uma consciência histórica pertinente para a reflexão acerca das demandas da cultura histórica contemporânea, pautou-se por essa indagação. Em outras palavras, procurou verificar como o ensino de História, nas escolas públicas de Brasil e Portugal, tem contribuído para o desenvolvimento de uma consciência histórica que possibilite a satisfação das carências de orientação temporal e constituição de identidade na sociedade atual. Para a consecução dessa meta coletou informações com o intuito de conhecer os diferentes perfis de caráter socioeconômico e cultural dos grupos pesquisados, além de narrativas discentes geradas pela interpretação de um fato histórico comum a Brasil e Portugal - a transferência da família real portuguesa (1808). Tal material empírico foi analisado com critérios quantitativos e qualitativos, balizados pela interpretação do repertório teóricoepistemológico composto por experiências de autores de diferentes áreas do conhecimento histórico como a Filosofia da História, a Didática da História e a Educação Histórica. Este percurso possibilitou a construção de uma tipologia de análise narrativa que permite verificar as tendências de constituição do sentido histórico à orientação temporal subsumidas a grupos pesquisados. Em outras palavras, o exercício meta-histórico realizado ao longo da pesquisa permitiu a elaboração de uma tipologia que indica qual ou quais tipos de consciência histórica são predominantes nos discursos de um grupo. Finalmente, discutir com os estudantes como os conceitos estruturadores do pensamento histórico atuam para construir conhecimento, mediado pela consciência histórica subsumida à argumentação, se constitui como a proposição desta pesquisa. Potencializar as ideias históricas através de princípios metodológicos que invistam no desenvolvimento da argumentação é função intransferível do ensino de História e, por isso, conceitos metahistóricos podem ser trabalhados nas aulas do ensino básico, paulatina e progressivamente, como meios pelos quais se articula o pensamento histórico. Dessa forma, a História mostrará como é área do conhecimento fundamental para a geração de reflexão e autorreflexão acerca das experiências humanas. Aprender História com sentido para a Vida. / This research aims at understanding how far the historical thinking of Brazilian and Portuguese students present aspects of a historical consciousness relevant to discuss about Contemporary Historical Culture, in order to answer the question: is it possible to learn History with sense to life?. In other words, the aim of this work is to verify how the History teaching in the public schools in Brazil and Portugal has contributed to the development of a historical consciousness that enables the satisfaction to fulfill the lack of time orientation and identity formation in contemporary society. In order to achieve this goal, data was collected in order to know the different profiles of socioeconomic and cultural of the groups searched, beyond the students narrative about their interpretation of a common historical fact to Brazil and Portugal - the transfer of the Portuguese royal family (1808). This empirical material was analyzed with quantitative and qualitative criteria, guided by the studies on a theoretical epistemology of author experiences from different areas of historical knowledge as the Philosophy of History, the Didactic of History and the History Education. This way of study has enabled the construction of an analysis narrative typology which allows verifying the trends of historical sense formation to time orientation subsumed to groups searched. In other words, the metahistorical exercise done throughout the research allowed the development of a typology that indicates how or what types of historical consciousness are predominant in a group discourse. Finally, discuss with students how the concepts of historical thinking work to build knowledge, mediated by the historical consciousness subsumed to the argument, it is the aim of this research. Improve the historical ideas through methodological principles that invest in developing the argument is indelible function of teaching history and therefore, metahistorical concepts can be worked in class , gradually and progressively, as the means by which articulates historical thought. Thus, history will show how the area of fundamental knowledge is to generate reflection and self reflection about the human experience. Learn History with sense to Life.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-09-09T19:30:47Z No. of bitstreams: 2 Tese - Sérgio Ricardo Coutinho dos Santos - 2015.pdf: 2901472 bytes, checksum: f042c12a495f0d1510c81a9b983fac82 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-12T14:24:06Z (GMT) No. of bitstreams: 2 Tese - Sérgio Ricardo Coutinho dos Santos - 2015.pdf: 2901472 bytes, checksum: f042c12a495f0d1510c81a9b983fac82 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-12T14:24:06Z (GMT). No. of bitstreams: 2 Tese - Sérgio Ricardo Coutinho dos Santos - 2015.pdf: 2901472 bytes, checksum: f042c12a495f0d1510c81a9b983fac82 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-08-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study look into the participation of the bishops of Maranhão in the Second Vatican Council (1959-1965) and how they did, along with other social and ecclesial actors, the reception of this ecclesial event in their “local Churches” (diocesis). This process, within a context of expansion of “economic frontier” and formation of a new oligarchic domination in the conduct of regional and local politics, led by José Sarney, between the years 1959 and 1979. The chronological marking will the convening of Vatican II until the holding of IIIª General Conference of Latin American Bishops in Puebla (Mexico). Our theoretical and methodological proposal revolves around the concepts of “frontier” (José de Souza Martins), of “historical consciousness” (Jörn Russen), of “historicity regime” (Reinhart Koselleck and François Hartog), and “communicative action” and “post-conventional moral conscience” (Jürgen Habermas and Lawrence Kohlberg). The "Vatican II" event and its reception by the subjects-agents (bishops, priests, religious, pastoral workers and lay people) of the local Churches (diocesis) in Maranhão, allowed greater reflective socialization within the lived world (“verbalization of the sacred”), relying on the resources of the discussion. And so, it made in the perspective of action oriented to mutual understanding, and hinged on two principles of ecclesiastical organization: the episcopal collegiality and the base of synodality. Thus, the Catholic Church in Maranhão took on a new historical consciousness: the post-conventional. / Este trabalho procurou se debruçar sobre a participação dos bispos do Maranhão no Concílio Vaticano II (1959-1965) e como fizeram, juntamente com outros atores sociais e eclesiais, a recepção deste evento eclesial em suas “Igrejas locais” (dioceses). Processo este, dentro de um contexto de expansão da “fronteira econômica” e de formação de uma nova dominação oligárquica na condução da política regional e local, liderado por José Sarney, entre os anos de 1959 e 1979. O balizamento cronológico vai da convocação do Concílio Vaticano II até a realização da IIIª Conferência Geral do Episcopado Latino-americano, em Puebla (México). Nossa proposta teórico-metodológica gira em torno dos conceitos de “fronteira” (José de Souza Martins), de “consciência histórica” (Jörn Rüssen), de “regime de historicidade” (Reinhart Koselleck e François Hartog), e de “ação comunicativa” e “consciência moral pós-convencional” (Jürgen Habermas e Lawrence Kohlberg). O evento “Vaticano II” e sua recepção pelos sujeitos-agentes (bispos, padres, religiosas, agentes de pastoral leigos e leigas) das Igrejas-locais (dioceses), no Maranhão, possibilitou uma maior socialização reflexiva no seio do mundo vivido (“verbalização do sagrado”), apoiando-se nos recursos da discussão. E desta forma, efetuou-se na perspectiva do agir orientado a intercompreensão, e articulados em dois princípios de organização eclesial: pela colegialidade episcopal e pela sinodalidade de base. Assim, a Igreja Católica no Maranhão assumiu uma nova consciência histórica: a pós-convencional.

The aim of this study is to compare the subject syllabuses for history education in uppersecondary school of Finland, Norway and Sweden. Three syllabuses from Norway, two from Finland and one from Sweden for courses that are compulsory for higher education preparatory programmes in the three countries have been analysed and compared. Qualitative content analysis has been used to find similarities and differences for what the countries find important with and in the history subject. A deductive analysis has been used for the part of the syllabus where the aim and the goals are written. An inductive analysis has been used for the part of the course content. By using a deductive content analysis with a coding scheme based on common historical didactic terms, the result of this study shows that every country finds that historical consciousness, narration, historical empathy, historical method and the uses of history are important parts of the history subject and education. However, the countries differ when it comes to if they see these parts as the aim or as a goal with the subject or the education. The inductive content analysis shows that all countries find sources and work with sources, uses of history, time periods, global historical events and processes and development of state and societies as important parts of the education. A difference between the countries is that Finland and Norway have more specific national history content in the syllabuses than Sweden has. Therewith does this result show that both Norway and Sweden find it important to problematize the time periods and to have different historical questions, aspects and explanations in the content of history education.

The aim of this essay is to analyse the progression between textbooks written for lower secondary school and upper secondary school that help students to evolve their history consciousness. The study examined how two textbooks each from three different history courses presented the Industrial Revolution and if there is a progression in content between the textbooks. To examine this, texts, study questions and illustrations were examined with a comparative analysis. The results showed that progression occurs between textbooks written for lower secondary school and upper secondary school. This is foremost seen quantitatively, in an increasing amount of facts. However, this increase is not great and can mainly be seen as an increase of facts in combination of the portraiture of new perspectives e.g. the industrialisations impact on society and democracy.

This thesis discusses source criticism from a critical perspective which encompasses its challenges, demands and possibilities for teaching practice. The questions guiding the core of this research are the following:1) What differentiates people’s activities in the process of evaluating sources? 2) What characterizes an effective practice in critical evaluation of sources? 3) Which criteria, factors and strategies might be important to consider in order to have a successful source critical methodology that promotes the improvement of critical thinking when analysing information and news?The studied materials include data from one survey and 54 semi-structured interviews. The interviews, analysed by using a methodology based on Grounded Theory, led to the development of a concept, critical source criticism (CSC), which define a broad perspective for the analysis of sources, and a related theoretical model (the CSC-model) aimed to be used for didactical purposes. The outcomes from this research suggest that different forms and levels of knowledge in history and social studies (in theory and practice), have a critical impact on the way we interact with information. The results also suggest that the combinations of theories and methodologies, alongside an emphasis on pluralism and multiperspectivity, can turn source criticism into an effective practice to achieve several educational goals. Subsequently, these results, are considered in the development of the proposed model in this thesis. The CSC-model developed in this study could be suitable for the analysis of information such as news, in planning of source-critical based teaching and in source critical discussions. I argue that this methodological structure, can be applied to facilitate the development of critical thinking, as well as other skills and abilities essential for democratic participation. This thesis Includes summaries in Swedish and Spanish as appendices".