This study is based on how ”the dark story” about The Swedish Welfare system during 1900-1950’s is presented in a selection of history textbooks which are adapted for upper secondary school. What I am referring to with ”the dark story” is the sterilizations, the oppression notice against minority groups, the ideal of being well-behaved and the injustice within social classes and gender. I have limited the study to examine history textbooks which are adapted for the current course ”History 1b” and the previous course ”History A”. According to earlier reasearch ”the dark story” about Sweden’s history started to be problematized during 1990’s with the result that the history has started to be impaired in textbooks during 2000’s. Earlier, Sweden’s history in textbooks has been presented as neutral, which has illustrated that no dark or hidden history about Sweden has been written.          The aim in this study is to examine what history is being emphasized in the textbooks and analyze how it is presented as an educational content. To be able to do that I have used a qualitative content analysis focused on examining the textbooks by Niklas Ammert’s analysis model about how textbooks present history. In this study I found out that ”the dark story” is presented in all examined textbooks, but in different ways with different examples. I also found out that the history is thematised depending what history the textbook has emphasized and how it is presented by the authors. Some of the authors have problematized several examples by different perspectives and some of them present one short example. This result shows that ”the dark story” within The Swedish Welfare system is presented different as an educational content.

O presente estudo analisa as relações entre a forma quadrinística e o conhecimento histórico científico tomando os casos específicos das obras Adiós, Xamigo Brasileño (...); Redescobrindo o Brasil; e D. João Carioca (...). Tal análise se faz por meio das metodologias das teorias comunicativa das histórias em quadrinhos e da didática da história em relação interdisciplinar. / The present research analyzes the relationship between sequential art form and scientific history knowledge in the specific case studies of the works Adiós, Xamigo Brasileño (...); Redescobrindo o Brasil; e D. João Carioca (...). Such analysis is made by interdisciplinary methods informed by communication theory on sequential art and history didactic theory.

This text has the purpose to study how the view on history as a school subject has changedover time and through three different Swedish upper secondary school curricula. The centralquestions of this study are the following: Has the view on history as a teaching subjectchanged over time? How can history didactic be seen in the curriculum? Is there any trace ofinternational didactic traditions in the curriculum, if so, how does it show? This study hasused a qualitative text analysis as the method to answer the central questions, based inprevious research and theories regarding international didactic traditions as well as historydidactics. The study concludes that the view on history as a school subject has changed overtime, and that both international didactic traditions and history didactics can be seen in thecurricula for history.

Made available in DSpace on 2016-06-02T19:39:09Z (GMT). No. of bitstreams: 1 2897.pdf: 1606222 bytes, checksum: e0178353c5ec49bad091b36c9114b527 (MD5) Previous issue date: 2009-12-18 / Violence dwells in human societies ever since the first groupings one knows of. It is argued, in this sense, that violence has been reproduced through the civilizing process. This is the premise we depart from in order to identify an element that might participate in the process of reproduction of violence. We chose 5th Grade History books as the object of research. The essence of a historic fact cannot be changed, but the ways one approaches and presents it are quite variable. We focus our attention, therefore, on ways of approaching historic themes and facts. The theoretical background is that of Psychoanalysis. Freud considers that the subject is evil by nature, a fact that constitutes one of the major barriers to social life. Such ideas are based on the theory of drives, which, according to Freud, explains the social and individual life. This is the model that informs the comparison we made between the concepts of culture and individual theorized by Freud and the models of culture and individual in the didactic books. We noticed that the History didactic books use the resources of projection (in the Psychoanalytical sense) and euphemism to soften violence in History. They are ultimately an element that both socializes and trivializes violence. / A violência se faz presente nas sociedades humanas desde que se tem conhecimentos dos primeiros agrupamentos. Presume-se, assim, que a violência tem se reproduzido através do processo civilizador. Partindo deste pressuposto buscamos identificar um elemento que colaborasse neste processo de reprodução da violência. Escolhemos, então, livros didáticos de história do 5º ano como objeto de pesquisa. Sabemos que um fato histórico não pode ser mudado em sua essência, mas as formas de abordagem e apresentação dos mesmos são variáveis. Assim, focamos nossa atenção nas formas de abordagens dos temas e fatos históricos. Para tanto, utilizamos como referencial teórico a psicanálise freudiana. Freud considera os indivíduos maus por natureza e esta maldade é um dos maiores empecilhos para a convivência social. Para sustentar estas idéias nos valemos da teoria das pulsões, que, para Freud, explica o funcionamento social e individual. Isto nos subsidiou na comparação entre os conceitos de cultura e indivíduo teorizado por Freud e os modelos de cultura e indivíduo presente nos livros didáticos. Isto nos permitiu verificar a utilização nos livros didáticos de história os recursos de projeção (em sentido psicanalítico) e eufemismo para suavizar as violências ao longo da história, mas ainda assim pudemos caracterizar os livros didáticos que analisamos como um elemento socializador e banalizador da violência.

O presente estudo analisa as relações entre a forma quadrinística e o conhecimento histórico científico tomando os casos específicos das obras Adiós, Xamigo Brasileño (...); Redescobrindo o Brasil; e D. João Carioca (...). Tal análise se faz por meio das metodologias das teorias comunicativa das histórias em quadrinhos e da didática da história em relação interdisciplinar. / The present research analyzes the relationship between sequential art form and scientific history knowledge in the specific case studies of the works Adiós, Xamigo Brasileño (...); Redescobrindo o Brasil; e D. João Carioca (...). Such analysis is made by interdisciplinary methods informed by communication theory on sequential art and history didactic theory.

Abstract The language that is used in the schoolbooks in the subject history seems to be problematic for many students. Its abstract nature and the preparation of events require that history teachers need to make didactic choices that allow students to acquire the subject language. Whit students’ lack of everyday language makes it difficult for students, but also for teachers, as language development should be thought in all subjects in school. Thus, students’ lack of vocabulary generates, not just in the subject of history, that students have difficulties with reading comprehension. Processing the content before, meanwhile and after is something that has a positive effect on students’ language development, but it needs to be connected to their prior knowledge and the context. Furthermore, it is important that students understand the language in which the teaching takes place but also that they are cognitively challenged, which makes demands on the teacher´s didactic choices when it comes to the character of the languages that is used in the teaching. The purpose of this study is, therefore, to study how history teachers, that teach students in the age of nine to twelve, provide language development in the language of history. To gain an insight into, and understand the teachers, semi-structured interviews were used. The theoretical choice for the study was the socio-cultural perspective and as a tool for the analyses of a teaching model named by Cummis were used. The results of the study showed that the two youngest female teachers were the teachers who, through their conscious didactic choices, gave the student the opportunity to develop their language of history. The other teachers also did some didactic choices that gave some development in the language of history to the students, but they were not as conscious about their choices as the youngest teachers. The conclusion that could be drawn was that the younger teachers are probably more aware of what science says about the didactic choices, therefor their teaching methods provide more language development for the students. They may also have the advantage of being examined in conjunction with, or following, the new curriculum, which raises awareness of the demands of language in the subject of history but also the fact that language development should take place in all subjects in school

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No. of bitstreams: 1 yaracristinaalvim.pdf: 671824 bytes, checksum: 8c21a8a58e06282949cd1d92eedaf512 (MD5) Previous issue date: 2010-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação tem por objetivo analisar o processo de avaliação de livros didáticos de História do Programa Nacional do Livro Didático (PNLD) dos anos de 2005 e de 2008 a partir dos elementos que perpassam sua complexidade e especificidade no interior de um esforço de reflexão em torno do procedimento histórico e sua epistemologia. Tendo como foco investigativo o(s) olhar(es) dos avaliadores sobre as coleções didáticas, pretende-se compreender a ação destes sujeitos a partir de seus lugares profissionais, bem como de suas condições primárias enquanto historiadores que são e do contexto de suas ações, que se concretizam no interior de uma política pública. Levando-se em conta a pluralidade inerente ao campo epistemológico do conhecimento histórico e a identidade dos sujeitos avaliadores enquanto historiadores, procura-se investigar em que medida esta diversidade teórica demarca seus olhares sobre as coleções didáticas avaliadas. A investigação da trajetória profissional dos avaliadores constitui uma das trilhas metodológicas seguidas por este estudo, que visa, sobretudo, identificar os elos dos historiadores com os campos da História e do Ensino de História. Desta análise, sobrepôs-se como evidência a diversidade de elos formativos e profissionais dos avaliadores no interior do campo da História, o que contribui para compreender, com maior clareza, a diversidade de olhares sobre as coleções didáticas, identificadas tanto nas resenhas dos Guias de Livros Didáticos do PNLD/2005 e do PNLD/2008, quanto em suas análises individuais sobre as coleções didáticas. A análise individual dos avaliadores se concretizou a partir da aproximação às fichas avaliativas de ambos os processos de avaliação. Trata-se de outro importante passo metodológico, na medida em que a análise comparativa destes documentos revelou olhares plurais e, muitas vezes divergentes, no interior de um mesmo processo de avaliação e entre os dois processos consecutivos. Revelou, sobretudo, diálogos estabelecidos entre os diferentes olhares, os quais foram demarcados por disputas argumentativas. O percurso teórico e metodológico seguido nesta dissertação evidencia a dimensão acadêmica do processo de avaliação de livros didáticos de História no interior do Programa Nacional do Livro Didático. O resultado desta pesquisa possibilita, portanto, compreender a avaliação como exercício de produção 7 do conhecimento histórico, em que disputas narrativas e pontos de vista históricos diversificados se sobrepõem e delineiam a avaliação dos livros didáticos de História. / The aim of the present dissertation is to analyze the evaluation process of the History didactic books that participated in the National Program of Didactic Books (PNLD) in the years of 2005 and 2008, based on the elements that pervade its complexity and specificity and within an effort to reflect on the historiographic procedure and its epistemology. Taking as its investigative focus evaluators’ views on the didactic collections, I intend to understand these subjects’ actions from the point of view of their professional positions, as well as of their primary condition as historians and of the context of their actions, which are implemented within the scope of a public policy. Considering the inherent plurality of the epistemological field of historical knowledge and the evaluators’ identities as historians, I aim to investigate to what extent this theoretical diversity marks their perspectives on the evaluated didactic collections. The investigation of the professional trajectories of evaluators constitutes one of the methodological tracks followed by this study, which intends mainly to identify historians’ links to the fields of History and History teaching. This analysis brought to the fore the evident diversity of formative and professional links maintained by the evaluators within the field of History, which makes possible to understand more clearly the diversity of views on the didactic collections, a diversity that can be identified in their reviews of the Guides to Didactic Books of PNLD/2005 and PNLD/2008, as well as on their individual analyses of didactic collections. The individual analysis of evaluators was developed through a close look on the evaluative files of both evaluation processes. This is another important methodological step, since the comparative analysis of these documents revealed plural and often divergent perspectives within and between the two sequential evaluation processes. It revealed especially the dialogues maintained between the different viewpoints, which were marked by argumentative disputes. The theoretical and methodological path followed in this dissertation makes evident the academic dimension of the evaluation process of didactic History books within the National Program of Didactic Books. The results of this research make possible, therefore, to understand the evaluation as an exercise in the production of historical knowledge, in 9 which the narrative disputes and diversified historical points of view overlap and delineate the evaluation of History didactic books.

Denna uppsats har som syfte att analysera historielärares upplevelser av möten med olika historiekulturer i multikulturella klassrum och identifiera att deras didaktiska strategier för att bemöta dessa. Undersökningen utförs i tre steg bestående av en förundersökning, en enkät och sedan två samtalsintervjuer. Undersökningen riktar sig till gymnasielärare i ämnet historia och söker de lärare som bemött olika historiekulturer i klassrummet samt hur de tänker kring undervisningsupplägg, utmaningar, möjligheter och strategier. Studien kommer fram till att historiekulturella yttringar synliggörs genom elevernas bristande förkunskaper, genom att elever inte känner igen sig i den historia som presenteras och diskuteras under lektionerna samt konflikter och känsloyttringar relaterat till olika perspektiv och tolkningar av historien. Undersökningen visar även att majoriteten av de deltagande lärarna ser möjligheter med att ha flera historiekulturer närvarande i klassrummet och påstår att det öppnar upp för fler perspektiv, vilket alla elever gynnas av. Detta dels då eleverna får ett bredare historiemedvetande, dels blir erbjudna flera historiska narrativ. De strategier som presenteras för att möta och hantera olika historiekulturer i undervisningen handlar till stor del om att läraren behöver bygga goda relationer med eleverna, utveckla ett tryggt klassrumsklimat samt att gruppen känner sig trygga med varandra, för att kunna diskutera historiekulturella skillnader på ett respektfullt och givande sätt. Undervisningen bör även strategiskt planeras utifrån vilken grupp som undervisningen ska ske i. Detta för att undvika att någon känner sig kränkt, eller konflikter mellan elever uppstår. Trots att historiekulturella skillnader kan uppfattas som känsliga eller konfliktsskapande, visar undersökningen att lärare finner det av ytterst stor betydelse att visa på olika historiska perspektiv för att göra ämnet relevant för alla elever i klassrummet. / The purpose of this essay is to analyze history teachers' experiences of encounters with different historical-cultures in multicultural classrooms, and to identify their didactic strategies to respond to these. The study is carried out in three stages consisting of a preliminary survey, a questionnaire survey and then two face-to-face interviews. The study is aimed at highschool teachers in the subject of history and is searching for teachers who have dealt with different historical-cultures in the classroom and how they think about teaching methods, challenges, opportunities and strategies. The study concludes that historical-cultural differences can be expressed through out a lack of prior knowledge, through students not recognizing themselves in the history that is presented and discussed during the lessons. The study also shows through conflicts and emotional expressions related to different perspectives and interpretations of history. The survey then shows that the majority of the participating teachers sees opportunities in having several historical-cultures present in the classroom and believe that it opens up more perspectives, which all students can benefit from. This is because the students gain a broader awareness of history and feel that they are not presenting a "proper historical narrative". The strategies that are presented for meeting and dealing with different historical-cultures in teaching are largely about the teacher needing to build good relationships with the students and developing a safe classroom climate. It´s also important that the group is safe with eachother, in order to be able to discuss historical cultural differences in a respectful and rewarding way. The teaching should also be strategically planned based on which group the teaching will take place in. This is to avoid anyone feeling offended, or conflicts between students to occur. Despite the fact that historical and cultural differences can be perceived as sensitive or conflict-creating, the survey shows that teachers find it extremely important to show different historical perspectives in order to make the subject relevant to all students in the classroom.

Denna uppsats utforskade hur ämneslärare i historia anpassar sin undervisning till elever med svenska som andraspråk. Uppsatsens syfte var att undersöka vilka anpassningar som utförs i klassrummet, vilka resultat lärarna ansåg sig få av anpassningarna, men även var lärarna hade fått sina erfarenheter i hur man anpassar undervisning till elever med svenska som andraspråk. Fyra ämneslärare som arbetade på olika högstadieskolor medverkade i arbetet och materialet bestod av intervjuerna med lärarna. Slutsatsen blev att majoriteten av lärarna gjorde anpassningar till elever med svenska som andraspråk. Anpassningarna bestod bland annat av kontextualisering, transspråkande och multimodala medel. Erfarenheterna hade lärarna fått på arbetsplatsen, tidigare arbetsplatser men även genom egen efterforskning. Samtliga lärare kände att lärarutbildningen inte hade förberett dem tillräckligt inför mötet med de elever som har svenska som andraspråk. Resultatet lärarna ansåg att anpassningar gav var högre kunskapsnivå hos eleverna och ökad förståelse hos eleverna.

The purpose of this study is to deepen the understanding of the identity, place and meaning of history in history teaching and the society in general. This is done through interviews with eight students at the Swedish Upper Secondary School. Students has an essential role in how history teaching becomes meaningful and how the history culture of our society today and in the future is shaped. The following research questions are answered in this study: I. What perceptions of history, related to the didactic questions about the content, method, and purpose of history, do students at the Upper Secondary School have? II. What historical knowledge, that is, as content-related knowledge in history, skill-related knowledge about history and meaning-making-related knowledge of history, do these perceptions of history express? To answer the research questions, qualitative semi-structured interviews are conducted. The interviews are then analyzed with the support of general didactic theories about the what, how and why of history, and history didactic theories of historical knowledge in, about and of history. Thus, the didactic questions (what/how/why) and the aspects of historical knowledge (in/about/of) have answered the research questions of this study by mapping students’ perceptions of history and distinguishing historical knowledge in their perceptions of history. The study shows that students perceive history in different ways, emphasizing different aspects of the content (what), method (how) and purpose (why) of history. The study also shows that students develop different forms of historical knowledge, which are considered necessary in the Swedish school and historical science, but they do it in a slightly different way than what may be intended. The result indicate that students’ thoughts of history are often rooted in a perception of history as the past, which has consequences for how they view aspects of history and what historical knowledge they express. To develop historical knowledge, one must know what has happened thus being aware of people and events of the past. Therefore, history is told, not necessarily interpreted. Accordingly, students see history as a life lesson. With history – knowing what has happened in the past – one can avoid making mistakes in the present and therefore develop the future one strives for. In addition, students regard source criticism as something motivated by their time – a time characterized by fake news and social media – rather than a basic historical method in the subject of history.