Esta dissertação, produzida por um professor que reflete sobre a sua prática em sala de aula, aborda o tema da cidadania e da juventude a partir do Ensino de História. É desenvolvida inicialmente uma pesquisa qualitativa e quantitativa, por meio de um questionário, para recuperar a compreensão de cidadania compartilhada pelos estudantes examinados, alunas e alunos de uma escola pública do município de Canoas, Rio Grande do Sul. Partindo da análise desses dados iniciais, recuperando e examinando as diretrizes e prescrições curriculares e legais sobre o tema, com especial atenção para a leitura da Base Nacional Comum Curricular (BNCC), é proposta a construção conjunta de um Caderno de Textos e Atividades que mobiliza diferentes tipos de temas em torno da discussão sobre cidadania e juventudes, tais como: participação política, educação e cidadania e direitos humanos. Analisa-se o processo de construção deste material que ocorreu de forma compartilhada com os estudantes a partir da noção de aluno-autor e conclui-se com a reflexão do uso deste material em sala de aula, afirmando a importância e a validade dos saberes construídos a partir da sala de aula e da prática docente. / This dissertation, carried out by a teacher reflecting on his practice in classroom, approaches the subject of citizenship and youth from the Teaching of History perspective. Initially, a qualitative and quantitative research was conducted, using a questionnaire, in order to understand the comprehension of citizenship shared by the students of a public school in Canoas, Rio Grande do Sul. From the analysis of the initial data collected, reviewing and examining both curricular and legal guidelines and directives on the subject, and with special attention to the National Common Curricular Basis (BNCC), a collaborative elaboration of a Texts and Activities Notebook is proposed, which mobilizes a range of different topics on the discussion of citizenship and youths (i.e. political participation, education and citizenship, and human rights). The elaboration process, which was accomplished with the students based on a student-author notion, is analyzed and it is concluded with the reflection of its use in classroom, reaffirming the importance and validity of the knowledge built inside the classroom and also through the teaching practice.

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

In 2012, Uganda celebrated 50 years of independence. The postcolonial era in the country has been marked by political turmoil and civil wars. Uganda, like many other postcolonial states in Africa, cannot be described as an ethnically or culturally homogenous state. However, history education has globally been seen as a platform for constructing national identities in contemporary societies. At the same time, it is assumed that specific historical experiences of countries influence historical understanding. This study takes its starting point in the theories of historical consciousness and narrativity. A narrative could be viewed as a site where mobilization of ideas of the past to envisage the present and possible futures is made and hence the narrative expresses historical orientation. Through the concept of historical orientation historical consciousness can be explored, i.e. what history is viewed as significant and meaningful. The aim in the study is to explore in what ways students connect to their historical pasts.   The study explores 219 narratives of 73 Ugandan upper secondary students. Narratives elicited through written responses to three assignments. Designed to capture different approaches to history: either to start from the beginning and narrate history prospectively or to depart from the present narrating retrospectively. The colonial experience of Uganda affected the sampling in the way that students were chosen from two different regions, Central and Northern Uganda. The comparison was a way to handle the concept of ‘nation’ as a presupposed category. Narrative analysis has been used as a method to explore what the students regarded as historically significant and what patterns among the narratives that point towards particular historical orientations.   The empirical results show how different approaches to history, a prospective or a retrospective approach, influence the student narratives. For instance, valued judgments on past developments were more common with the retrospective approach. The results also show differences in evaluating past developments according to regional origin. Students from northern Uganda were generally more inclined to tell a story of decline. Also, it is argued that the student narratives were informed by a meta-narrative of Africa. It was as common to identify oneself as African as it was to identify as Ugandan.

Abstract/Summary The study of history has always been a part of educational programmes throughout time. And the reasons behind it have also been shifting according to the needs of the society in a specific time and place. But the legitimacy of the history subject has always been in its said ability to help us understand the present through the past. Today the emergence of a globalized and multicultural society is changing both our way of life as well as our view on the world, and with it the skills and tools we need to make sense of it. And with it the reasons behind and the learning goals of history as an educational subject is shifting. International organizations have implemented guidelines and directives to its members regarding how educational goals can be used to adapt to this ongoing change. Research regarding curriculum policymaking has shown that the Swedish curriculum is influenced by the international guidelines, but the didactic specialists, Kenneth Nordgren and Maria Johansson, has found a lack of guidance for teachers to enact these general goals on a more practical day-to-day basis. This has led them formulate a concept especially designed for history education, intercultural historical learning. This essay’s aim is to find the conditions to apply the concept of intercultural historical learning through the history subject in the compulsory and upper secondary school in Sweden. By taking its departure in curriculum theory and using intercultural historical learning as an analytical framework, a hermeneutical text analysis is made on the Swedish history curriculum with its supporting documents as well as on the national tests of the subject. The results indicate that there are conditions that both encourages and discourages the implementation of intercultural historical learning in history education. The curriculum’s emphasis on the usage of historic source material and use of history examples are a major contributor to the applicably of the concept. In contrast the historical narrative created by the curriculum prevents a diversity of historical experiences and voices to be present in the teaching practice. Instead a Eurocentric and political historic narrative is dominant. However, further research is required to see what other factors than those this essay examine affect the implementation of intercultural historical learning in the Swedish history classroom. This essay’s main contribution is to serve as a starting point for such research.

A pesquisa investigou aspectos da aprendizagem histórica a partir do trabalho com o patrimônio cultural. O objetivo foi identificar e analisar as representações das crianças sobre tempo, passado e história durante o trabalho com conceitos históricos relativos ao passado da comunidade local, tendo como referência a memória e a história da escola e do bairro. A hipótese era que o patrimônio cultural, como portador de sentidos diversos (históricos, políticos, culturais e sociais), potencializasse a significação de conceitos históricos e o estabelecimento de relações diferenciadas das crianças com a disciplina. Para articular as questões que envolvem a construção do conhecimento histórico e analisar aspectos da aprendizagem, foi realizada uma investigação qualitativa a partir de atividades com o patrimônio histórico-cultural da localidade onde vivem e estudam os sujeitos participantes da pesquisa. Partiu-se de referências teóricas relativas às pesquisas sobre o ensino da História bem como das propostas de ação educativa em museus e outros espaços históricos. Para compreender os processos de construção individual e coletiva do conhecimento adentrou-se os campos da psicologia do desenvolvimento e aprendizagem de base sócio-interacionista e da psicologia social, com a teoria das representações sociais. A compreensão destes processos foi articulada às referências das pesquisas sobre a especificidade da aprendizagem histórica e da construção do pensamento histórico pelas crianças. A pesquisa empírica foi realizada em uma escola da rede municipal de São Paulo, com uma turma de 36 alunos, entre 10 e 14 anos, do primeiro ano do ciclo II do ensino fundamental (5ª série), durante as aulas de História. A observação participante centrou-se no acompanhamento, descrição e análise dos significados que as crianças atribuíram a conceitos e informações históricas. Buscou-se identificar como os estudantes representam o conhecimento histórico trabalhado em diferentes momentos e suportes: a memória pessoal e coletiva, os registros e evidências históricas, as hipóteses e inferências levantadas pela professora, por outros adultos envolvidos e pelas próprias crianças. A pesquisa contribuiu para evidenciar as idéias e representações do conhecimento histórico pelas crianças - o que as crianças apreendem, quais os sentidos e significados construídos quando aprendem História. Possibilitou também a compreensão do papel dos processos de construção de representações mentais e sua interação com as representações sociais nas formas como os alunos se aproximam, interpretam, compreendem e expressam o conteúdo histórico na escola e em outros espaços. Foram explicitadas as especificidades do pensamento histórico e a multiplicidade de formas deste no processo de construção do conhecimento. A partir do trabalho com o patrimônio, memória e história local as crianças iniciaram um processo de ressignificação de suas concepções acerca de conceitos de tempo, passado e história. / The research investigated historical learning aspects based on the work with the cultural patrimony. The objective was to identify and to analyze the representations of children about time, past and history during the work with historical concepts about to the past of the local community, having the memory and history of the school and of the neighborhood as a reference. The hypothesis was that cultural patrimony, as a bearer of several senses (historical, political, cultural and social), would potentiate the significance of historical concepts and the establishment of differentiated relations of children with the discipline. A qualitative investigation was carried out to coordinate the issues that involve the building of historical knowledge and to analyze learning aspects, with a basis on activities with the historical-cultural patrimony of the place where the research subjects live and study. The starting point consisted of theoretical references relating to research about the teaching of History and of the proposals of educative action at museums and other historical places. To understand the processes of individual and group knowledge building, the work included penetration in the fields of psychology of development and learning of the socio-interactionist base and of social psychology, with the theory of social representations. The understanding of these processes was articulated with the references of researchs about the specificity of historical learning and of the building of historical thought by children. The empirical research was carried out at a school from the municipal network of Sao Paulo, with a class of 36 students between 10 and 14 years of age, from the first year of cycle II of elementary school (5th grade), during the History classes. The participant observation concentrated on the monitoring, description and analysis of the meanings that the children attributed to historical concepts and information. An attempt was made to identify how the students represent historical knowledge worked on at different times and on different bases: personal and collective memory, historical records and evidence, the theories and inferences brought up by the teacher, by other adults involved and by the children themselves. The research contributed to evidence the ideas and representations of historical knowledge by the children - what children learn, the senses and meanings formed when they learn History. It also permitted an understanding of the role of mental representation building processes and their interaction with social representations in the ways students approach, interpret, comprehend and express historical content at school and in other places. An explanation was provided about the specificities of historical thought and the multiplicity of its forms in the knowledge building process. Based on the work with the local patrimony, memory and history, the children embarked on a process of providing new meaning to their conceptions about concepts of time, past and history.

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.

Pensar o ensino de História da Ditadura Civil-Militar Brasileira a partir de práticas pedagógicas de construção de biografias históricas que nos permitam perceber a empatia histórica desenvolvida pelos alunos é o objetivo dessa dissertação. A atividade principal para a análise foi a construção, por parte de estudantes da Educação Básica, de biografias de mortos e desaparecidos políticos no período da Ditadura Civil-Militar no Brasil. Assim, a problemática inicial da pesquisa é "que conhecimentos e sensibilidades os estudantes da Educação Básica mobilizam ao aprender sobre a Ditadura Civil-Militar no Brasil através de exercícios biográficos?". Para resolver esse problema, foi utilizado, enquanto referencial teórico-metodológico, o conceito de “empatia histórica”, desenvolvido por Peter Lee. A pesquisa permitiu identificar que o uso de fontes primárias, conectadas ao exercício da escrita biográfica, são fatores que potencializam a aprendizagem em história. Além disso, tornou possível perceber que a aprendizagem histórica é uma construção resultante de um processo didático-pedagógico. / Thinking about the History teaching of the Brazilian Civil-Military Dictatorship from pedagogical practices of construction of historical biographies that allow us to realize the historical empathy developed by the students is the objective of this dissertation. The main activity for the analysis was the construction, by students of Basic Education, of biographies of dead and political disappeared during the period of the Civil-Military Dictatorship in Brazil. Thus, the initial problem of the research is "What knowledge and sensibilities do the students of Basic Education mobilize when learning about the Civil-Military Dictatorship in Brazil through biographical exercises?". To solve this problem, the concept of "historical empathy" developed by Peter Lee will be used as a theoretical-methodological reference. The research allowed to identify that the use of primary sources, connected to the exercise of biographical writing, are factors that potentiate the learning in history. In addition, it became possible to perceive that historical learning is a construction resulting from a didactic-pedagogical process.

Made available in DSpace on 2017-07-21T20:31:31Z (GMT). No. of bitstreams: 1 Juliana GELBCKE.pdf: 2272337 bytes, checksum: 26b02f2f8b96dcc29d3a661ed4069dec (MD5) Previous issue date: 2016-05-24 / Facing the great impact of the story books talking about history and thinking the journalist as a professional who does not have the same interests and theoretical and methodological concerns of academia, this research, from worries about the didactics of history (BERGMANN, 1990; RÜSEN, 2001), investigates what the journalists produce when writing about history, what kind of knowledge their productions spread in public space and how the reader relates to this knowledge. For that reason, this study analyses one of the largest sales phenomena of recent years, the book 1808 - Like a mad queen, a fearful king and a corrupt court deceived Napoleon and changed the History of Portugal and Brazil by the writer and journalist Laurentino Gomes. The book is designed as a product of the public history, which, somehow, is part of a more comprehensive historical culture. Aiming to investigate how Laurentino Gomes builds his narrative and what one can learn from it, 1808 is analysed from the three dimensions of historical culture: cognitive, aesthetic and political (Rüsen, 1994).From then, this analysis is compared with the analysis of the reader's opinion, through a questionnaire over the internet. This questionnaire was also thought from the three dimensions of historical culture and its issues were analysed based on content analysis methodology (BARDIN, 2011). It was sought to investigate, for example, the main reasons that lead the reader to be drawn by the 1808 (aesthetic dimension) if and why he trusts, or not, in this content in the book (cognitive dimension) and if he was able to take some lesson, learn something that will help him to understand / interpret better his present from the historical data available in 1808 (political dimension). As shown above, the book provides a knowledge that does not escape from the common sense of readers and dialogues with the knowledge that readers had access at school and also the one that is spread by the mainstream media. The book 1808 does not, nor intends to bring a new discussion in relation to historiographical debates, and without the same academic rigor of historians, Laurentino Gomes contributes to popularize the story in a very efficient and seductive way, paying special attention to aesthetic elements, which consist, among other things, in colloquial language, a story in the saga format with dabs of romance and fiction, the humanization and exploration of the psychological profile of the great historical characters and a touch of humour to portray some passages. Contributing therefore for the readers to approach the past, becoming eyewitnesses of history, increasing empathy at times for the past and facilitating the understanding of the historical content. On the other hand, when it overvalues the aesthetic elements, 1808 ends up committing some slips to academic eye, compromising, at times, the cognitive dimension of the work, leading, for example, some readers to make certain judgments and anachronisms. / Frente a grande repercussão dos livros-reportagem que falam sobre história e pensando o jornalista como um profissional que não possui os mesmos interesses e preocupações teórico-metodológicas da academia, esta pesquisa, a partir das preocupações com a Didática da História (BERGMANN, 1990; RÜSEN, 2001), procura investigar o que produz o jornalista quando escreve sobre história, que tipo de conhecimento as suas produções disseminam no espaço público e como o leitor se relaciona com esse conhecimento. Para isso, analisa um dos maiores fenômenos de vendas dos últimos anos, o livro 1808 - Como uma rainha louca, um rei medroso e uma corte corrupta enganaram Napoleão e mudaram a história de Portugal e do Brasil do escritor e jornalista Laurentino Gomes. O livro é pensado como um produto da história pública que, por sua vez, é parte de uma cultura histórica mais abrangente. Preocupando-se em investigar como Laurentino Gomes constrói sua narrativa e o que é possível apreender a partir dela, o 1808 é analisado a partir das três dimensões da cultura histórica: cognitiva, estética e política (RÜSEN, 1994). A partir disso, essa análise é comparada com a análise da opinião dos leitores, por meio de um questionário aplicado através da internet. Esse questionário também foi pensado a partir das três dimensões da cultura histórica e suas questões foram analisadas com base na metodologia da análise de conteúdo (BARDIN, 2011). Buscou-se investigar, por exemplo, os principais motivos que levam o leitor a ser atraído pelo 1808 (dimensão estética), se e porque ele confia, ou não, no conteúdo presente no livro (dimensão cognitiva) e se foi capaz de tirar alguma lição, aprender alguma coisa que o ajude a entender/ interpretar melhor seu presente a partir do conteúdo histórico disponível no 1808 (dimensão política). Como se pôde ver, o livro disponibiliza um conhecimento que não foge muito do senso comum dos leitores e que dialoga com aquele que tiveram acesso na escola e também com aquele que é disseminado pela grande mídia. O 1808 não traz, nem pretende trazer, uma discussão nova no que se refere aos debates historiográficos, e, sem o mesmo rigor acadêmico dos historiadores, Laurentino Gomes contribui para popularizar a história de uma maneira muito eficiente e sedutora, dando uma atenção especial aos elementos estéticos, os quais consistem, dentre outras coisas, em uma linguagem coloquial, uma história no formato de saga com pinceladas de romance e ficção, na humanização e exploração do perfil psicológico dos grandes personagens históricos e em um quê de humor para retratar algumas passagens do período. Colaborando assim para que os leitores se aproximassem do passado, tornando-se espécies de testemunhas oculares da história, aumentando em alguns momentos a empatia pelo passado e facilitando a compreensão do conteúdo histórico. Em contrapartida, ao supervalorizar os elementos estéticos, o 1808 acaba cometendo alguns deslizes aos olhos acadêmicos, comprometendo, em alguns momentos, a dimensão cognitiva da obra, conduzindo, por exemplo, alguns leitores a cometer certos juízos de valor e anacronismos.

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.