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.

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.

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.

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.

This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.

Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically.  Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives.  The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.