What is the work of the Durban Holocaust Centre museum educators and how are they shaping Holocaust education there? These questions provided the impetus for this study. Education about the Holocaust has been included in curricula not only in South African schools but in various countries around the world. The reasons for this extends beyond the hard historical facts and figures and go to the heart of a human search for meaning and the desire to promote democracy and human rights in society. The Holocaust was an event in which millions of Jewish men, women and children were murdered as well other ethnic groups. The dilemmas they faced and the decisions taken at that time differentiated the participants into victims, perpetrators, bystanders and upstanders. In the years since the end of World War II, people have strived to extract meaning from those events and to teach it to new generations in order to create a better world - a world in which bullying, racial and ethnic taunts and tensions, violence, discrimination against minorities and strangers, and genocide still occur. The findings show that as in other places in the world, this is the educational focus at the DHC. Teaching the history and events is the bedrock on which this social Holocaust education rests but it takes second place in the educational programme to this social goal. The findings show the local context for this learning is significant and that apartheid, racism and xenophobia all underpin the museum educators' educational philosophies while mother-tongue language moulds their teaching strategies. The museum educators play a pivotal role in presenting the educational programme and in so doing shaping the Holocaust for the visiting learners and teachers. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

The aim of this study is to investigate the level of awareness of history teachers in public secondary schools in Nairobi, Kenya, of the benefits of library use for the curriculum. The availability of school libraries in public secondary schools in Nairobi provided a context for this investigation into teacher library use. In order to establish if libraries are used effectively, or used at all, for curriculum purposes, literature on this was searched and little came from Nairobi or even Kenya. This lack of information in this area formed a justification for investigation because libraries exist in many public schools in Nairobi and they have the potential to have a positive influence. A survey of literature internationally illustrates the degree of the serious attention both history as a discipline, and library and the curriculum receive. History is given attention because of its role in both maintaining and revolutionising order in a country. In the case of resource-based learning, many countries have shifted to a child-centred approach. This requires much more use of libraries than traditional teaching methods. The evaluation of teacher and librarian views was undertaken by means of a survey. In the survey questionnaires were used. The population was that provided by the Director of Education in Nairobi and a corresponding list of schools where teachers and librarians were employed is given. The findings of the survey established the level of awareness of history teachers to resource based education that took account of library-curriculum partnership. The study established the need for greater attention towards school libraries in the allocation of budgets, building resources that are needed, and management. Staff development of both teachers and librarians was suggested in order to promote resource-based education. To achieve this, a written policy on the management of school libraries is suggested. / Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.

The purpose of this creative project is to address the lack of knowledge and understanding by Park Elementary school children of the historic architecture in Fairmount Township, Grant County, Indiana. This report documents the process utilized to develop, implement and evaluate a fourth-grade curriculum of Fairmount Township architectural history.A survey of students who had previously completed the Indiana history course assessed their knowledge of local history. The curriculum unit was developed based on the survey results. The unit was developed in two stages. First it was piloted, then after revision, it was fully implemented. A handout was developed and used to familiarize the students with the architectural concepts. A guide for teachers was developed to assist others in the use or adaptation of this unit to other communities. / Department of Architecture

This project involves two major components: research on the importance of heritage education and a five-lesson unit prepared to introduce fourth-grade students in Muncie to the history and architectural heritage of the area. The research revealed the fact that there are many concepts of heritage education ranging from ideas that involve only architecture to schemes that involve all aspects of culture. This thesis argues that the built environment, along with its cultural history, needs to be taught in the schools so that children at an early age may learn to appreciate their historic legacy. The unit of five lessons on heritage education was presented to two Muncie fourth-grade classes. The unit provided a guide for the students to examine the history and architecture of Muncie, Indiana. At the end of the unit, the students were tested to see what they had retained. / Department of Architecture

This study was prompted by the researcher’s concern that the gender equity imperative within the Constitution of the Republic of South Africa, Act 108 of 1996, and within national curriculum policy in South Africa is being sidelined in school History teaching for various reasons, the most significant of which is argued to be lack of awareness of the constitutive nature of discourse within language. The main aim of the study is to investigate whether a feminist post-structuralist approach to History teaching, which focuses on multiple perspectives and open interpretation, within the framework of six key aspects of critical media education, can open up space for female voices of the past and present in order to reconstruct realist historical narratives. The literature review reflects research relating to theories which have been seminal in the development of feminist post-structuralism. The qualitative research design entails a data collection instrument which focuses on denotative and connotative analysis of textual samples selected from Grade 10 schools History textbooks used for this investigation. Data collection relates to content analysis, narrative theory, textually-oriented discourse analysis, and gender-biased language with regard to images and print. To establish the category into which each textual sample falls, individual data counts have been undertaken. A detailed analysis process reveals that all nine of the textual samples are of the conforming type which do not question patriarchal gender construction.The study offers suggestions regarding the implementation of feminist post-structuralist strategies within the context of Grade 10 outcomes-based History teaching, which is compliant with South Africa’s national curriculum policy. Notwithstanding the gaze upon the problematising of discursive gender representation in Grade 10 History teaching resources used in South African public schools, this study argues that the results have wide application across grades, levels, learning areas and subjects which are part of South Africa’s national curriculum. The researcher therefore suggests that this study offers a positive contribution to equitable gender relations in the History classroom, in education generally, and in South Africa as a whole. / Didactics / D. Ed.

O corpus deste trabalho trata do ensino da Música na escola aliado ao ensino da História, uma vez que ambos, como componentes do sistema nacional de ensino, têm sido temas recorrentes nos debates tanto acadêmicos como no âmbito da educação básica. A Lei de Diretrizes e Bases da Educação Nacional, 1996, recomenda o trabalhado com temas transversais e sugere metodologias diversas que almejam abranger os problemas educacionais e amparar o multiculturalismo presente no meio escolar e comunitário. Neste sentido, a pesquisa propõe problematizar o não cumprimento da Lei nº 11.769/2008 que trata sobre a obrigatoriedade da música na educação básica, se constituindo como provocadora de debates e ponderações acerca do ensino de Música, História e questões interdisciplinares entre ambas. Tendo por base o resultado de entrevistas aplicadas junto a professores de história de escolas públicas, municipais e estaduais, de Caxias do Sul, pretende ainda avaliar o material didático e pedagógico existente sobre o assunto e as consequentes práticas dos professores em sala de aula. A partir disto, almejou-se construir um material acessível e de apoio ao professor que pretende trabalhar com a Música nas aulas de História, além do que já é proposto, de forma a considerar o sublime. A metodologia utilizada baseou-se na revisão bibliográfica com ênfase na história cultural proposta por Roger Chartier, juntamente com as entrevistas que compuseram uma análise, sobretudo, qualitativa dos dados, além de todo campo bibliográfico visitado a respeito do ensino das disciplinas em questão. Por fim, concluiu-se que a Música oferece amparo para a formação do educando uma vez que a proximidade da mesma com o seu dia a dia permite relações que ultrapassam as questões puramente teóricas, possibilitando através da leitura de vários signos musicais, interpretações nos mais diversos campos do saber, principalmente na área de ciências humanas e em particular, no ensino de História, significando a consciência de si e do outro. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-01-27T17:31:11Z No. of bitstreams: 1 Dissertacao Franciele Cettolin.pdf: 2591692 bytes, checksum: 0ef27a936fbf0158ae33d1d300dd8614 (MD5) / Made available in DSpace on 2016-01-27T17:31:11Z (GMT). No. of bitstreams: 1 Dissertacao Franciele Cettolin.pdf: 2591692 bytes, checksum: 0ef27a936fbf0158ae33d1d300dd8614 (MD5) / The corpus of this work deals with the teaching of music in schools coupled with the teaching of history, since both, as components of the national education system, have been recurrent themes in both academic debates and in the context of basic education. The Law of Directives and Bases of National Education, 1996 recommends working with cross-cutting issues, and suggests several methods that aim to cover the educational problems and bolster this multiculturalism in the school and community environment. In this sense, the research proposes to question the failure of Law No. 11,769 / 2008, which deals with the obligation of music in basic education, constituting as provocative discussions and considerations about music education, history and interdisciplinary issues between them. Based on the results of interviews applied along the history of public school teachers, municipal and state, of Caxias do Sul, intends to evaluate the existing teaching and learning materials on the subject and the consequent practices of teachers in the classroom. From this, he craved to build an affordable material and teacher support you want to work with music in history classes, beyond what is already proposed in order to consider the sublime. The methodology used was based on the literature review with emphasis on cultural history proposed by Roger Chartier, along with interviews that comprised an analysis, especially, qualitative data, plus all bibliographic field visited about the teaching of the subjects in question. Finally, it was concluded that Music provides support for elementary education since the proximity of the same with your day to day allows relationships that go beyond the purely theoretical questions, enabling by reading various musical signs interpretations in more various fields of knowledge, especially in the humanities and in particular, the teaching of History, meaning the awareness of self and other.

Esta dissertação apresenta uma pesquisa voltada ao ensino de História no Ensino Médio e uma proposta de trabalho que favorece a aprendizagem via projetos interdisciplinares, porque se acredita que esse tipo de metodologia coloca alunos e professores diante de práticas educativas desafiadoras. São objetivos deste trabalho: examinar o papel da disciplina de História nos projetos integrados, analisar como contribuem para tornar o conhecimento histórico significativo e colaborar para a formação de indivíduos atentos à sua realidade. O tema desta pesquisa é a preocupação com a relevância das aulas de História para alunos do Ensino Médio. Investiga a contribuição dos projetos integrados, como alternativa para uma aprendizagem significativa em História, e o ponto de partida é a apresentação e análise da experiência de uma escola. A amostra compreende narrativas de 88 alunos e dois professores envolvidos com o projeto “Resgate das Relações Familiares – onde vivo e de onde vim”, realizado em 2011. Para essa análise, escolheu-se a ótica dos indicadores de uma aprendizagem significativa, apresentados por Seffner. Conclui-se que a interdisciplinaridade rompe as fronteiras das disciplinas e os muros entre as pessoas. Para isso, é preciso atitude e postura interdisciplinares por parte dos professores. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-01-29T16:16:22Z No. of bitstreams: 1 Dissertacao Deise Angelica Pasquali Bascheira.pdf: 5103362 bytes, checksum: 4e7eb365bdeff4f9ad3f93af73c32077 (MD5) / Made available in DSpace on 2016-01-29T16:16:22Z (GMT). No. of bitstreams: 1 Dissertacao Deise Angelica Pasquali Bascheira.pdf: 5103362 bytes, checksum: 4e7eb365bdeff4f9ad3f93af73c32077 (MD5) / This dissertation presents a directed research for History teaching in the High School and a work offer that favors learning through interdisciplinary projects, because it makes oneself respected which that methodology type puts young people and teachers before challenging educational practices. Objectives of this work: to examine the History discipline role in integrated projects, to analyze as they contribute to make the significant historical knowledge and to contribute to the thoughtful individuals training to their reality. The theme of this research is concern about the relevance of History classes for High School students. It investigates the integrated projects contribution, as an alternative to a significant learning in History, and the starting point is the experience analysis and presentation of a school. The sample consists of narratives from 88 students and two teachers involved with the project “Family Relations Ransom – where I live and where I came from”, fulfilled in 2011. For that analysis it chose itself the indicators perspective of a significant learning, presented by Seffner. It follows that the interdisciplinary activities break disciplines frontiers and defenses among people. For that, it is necessary attitude and posture interdisciplinary by teachers.

A dissertação “Descobrindo o valor das coisas ao meu redor”: vivência de educação patrimonial no ensino de história tem por objetivo analisar como o patrimônio cultural local, que se encontra no interior e no entorno de escolas periféricas, pode ser utilizado como fonte de conhecimento para o fortalecimento da cidadania, possibilitando um diálogo entre o ensino de História e as questões pertinentes à Educação Patrimonial. Para o desenvolvimento dessa pesquisa foi construído e desenvolvido o Projeto de Educação Patrimonial “Descobrindo o valor das coisas ao meu redor” a partir de uma série de atividades alicerçadas na utilização da metodologia de alfabetização patrimonial, com uma turma do nono ano da Escola Municipal de Ensino Fundamental Guerino Zugno, localizada no bairro Planalto II, um bairro periférico da cidade de Caxias do Sul-RS. Para a análise dos resultados obtidos, durante a aplicação das oficinas que integram o projeto buscou-se suporte em elementos teóricos acerca do patrimônio e da memória, relacionando-os com a educação patrimonial e a sua interligação com a construção da identidade e o fortalecimento da cidadania, assim como da formação das grandes cidades como espaços de constantes transformações, mas que trazem no seu patrimônio elementos de identidade. Para tanto, trago para discussão a ampliação do tema educação patrimonial nas escolas, a partir de iniciativas em conjunto com as Universidades, propiciando a aproximação da academia com as comunidades. O produto derivado da pesquisa encontra-se em um Caderno de Memórias que expõe o percurso do Projeto “Descobrindo o valor das coisas ao meu redor”. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-08-18T12:14:21Z No. of bitstreams: 1 Dissertacao Ana Paula Santos de Almeida.pdf: 4217677 bytes, checksum: f228c456616bb890f4b8953e8b41e93b (MD5) / Made available in DSpace on 2017-08-18T12:14:21Z (GMT). No. of bitstreams: 1 Dissertacao Ana Paula Santos de Almeida.pdf: 4217677 bytes, checksum: f228c456616bb890f4b8953e8b41e93b (MD5) Previous issue date: 2017-08-18 / The dissertation "Discovering the value of things around me": an experience of heritage education in the teaching of history aims to analyze how the local cultural heritage, located in and around peripheral schools, can be used as a source of knowledge For the strengthening of citizenship, enabling a dialogue between the teaching of History and the issues pertaining to Heritage Education. For the development of this research, the Patrimonial Education Project "Discovering the value of things around me" was built and developed from a series of activities based on the methodology of heritage literacy, with a group of the ninth year of the Municipal School of Elementary School Guerino Zugno, located in the district Planalto II, a peripheral district of the city of Caxias do Sul-RS. For the analysis of the results obtained, during the application of the workshops that integrate the project, support was sought in theoretical elements about heritage and memory, relating them to heritage education and its interconnection with the construction of identity and the strengthening of Citizenship, as well as the formation of large cities as spaces of constant transformation, but which bring in their patrimony elements of identity. To this end, I bring to the discussion the expansion of the topic of heritage education in schools, based on initiatives in conjunction with universities, fostering the approximation of academia and communities. The product derived from the research is found in a Notebook of Memories that exposes the course of the Project "Discovering the value of things around me".

Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.

Acompanha: Ensinando história: produção de uma sequência didática sobre as representações do negro no Brasil / Este trabalho tem como objetivo principal apresentar a produção e a aplicação de uma sequência didática como produto educacional, para a apropriação do conhecimento de professores e de estudantes sobre as relações étnico-raciais no Brasil, no ensino de História. Os conceitos de representação, apropriação e práticas culturais da Nova História balizaram a construção deste objeto de análise. No que diz respeito às representações do negro, buscou-se, durante a aplicação do produto educacional, discutir as teorias raciais, construídas no século XIX, a fim de identificar mudanças e permanências dessas representações nos dias atuais. Buscou-se, também, discutir o processo de exclusão social dos ex-escravos, que gerou implicações para os afro-brasileiros, a fim de esclarecer as causas da pobreza que afeta mais a negros do que a brancos. Para tanto, os alunos analisaram e discutiram as representações do negro no cinema nacional, com base em filmes realizados em diferentes períodos da História do Brasil, buscando superar as visões estereotipadas e discriminatórias dessas representações. A pesquisa foi realizada em uma escola pública de Londrina/Paraná, com uma turma de trinta e cinco estudantes do terceiro ano do ensino médio. De natureza qualitativa, nesta pesquisa-ação, os dados foram coletados mediante atividades escritas, orais e por meio de videogravação das aulas. Para a elaboração dos planos de aula que compuseram a sequência didática, foram selecionados como documentos o quadro Redenção de Cã (1895), a música A favela vai abaixo (1928) e quatro filmes, sendo eles: O Despertar da Redentora (1942), um trecho de Orfeu do Carnaval (1959), um trecho de Rio Babilônia (1982) e o filme Besouro (2009). Antes da elaboração dos planos de aula, foi necessário revisar a literatura sobre as especificidades linguísticas desses documentos, para a elaboração do material didático em questão. A preparação dos planos de aula partiu do seguinte problema: como as sequências didáticas de História, desenvolvidas com base em diferentes linguagens, podem contribuir para a desconstrução do preconceito racial no ambiente escolar? O fulcro das atividades, portanto, foi desvelar as origens do racismo e as estereotipias sobre o negro, aprimorar o olhar crítico dos estudantes sobre os discursos fílmicos e promover a discussão e a leitura histórico-social da contribuição dos negros para a cultura brasileira. Os resultados da pesquisa permitiram observar o quanto é produtivo para a aprendizagem trabalhar de forma problematizada e com diferentes fontes, estabelecendo uma relação entre presente e passado. Os estudantes puderam identificar as permanências de teorias racistas, construídas ontem, nos dias atuais, estabeleceram relações entre a exclusão social dos escravos e as causas da pobreza no Brasil. Foram também capazes de identificar, de modo geral, os arquétipos pelos quais o negro é representado no cinema nacional, identificando também uma valorização da apresentação do negro e da sua cultura no filme Besouro. / This work aims to present the production and application of a didactic sequence as educational product for knowledge appropriation of both teachers and students on ethnic-racial relations in Brazil, happening while teaching History. The concepts of representation, appropriation and cultural practices of the New History were used as guidelines for the construction of this analysis. With regard to the issue about the representations of black people, it was sought, during the implementation of the educational product, to discuss the racial theories built in the nineteenth century in order to identify changes and continuities of these representations nowadays, as well as the social exclusion process of former slaves and its implications for Afro-Brazilians today, in order to clarify the causes of poverty that affects more black than white people; analyzing and discussing the representations of black people in the Brazilian cinema from films made in different periods of the Brazilian History, seeking to overcome the stereotypical and discriminatory views of these representations. The research was conducted in a public school in Londrina / Paraná, with a group of thirty-five students of the third year of high school. Being of qualitative nature, in this action-research data were collected through written and oral activities and video recording of classes. For the elaboration of the lesson plans that composed the didactic sequence, the painting Redenção de Cã (1895), the song “A favela vai abaixo” (1928) and four movies, namely: “O Despertar da Redentora” (1942), a section of “Orfeu do Carnaval” (1959), and “Rio Babilônia” (1982) and the movie “Besouro” (2009) were selected. Before the elaboration of the lesson plans, it was necessary to review the literature on linguistic specificities of these documents, to the elaboration of involved didactic material. The elaboration of the lesson plans came up from the following issue: How can didactic sequences of history, developed from different languages, contribute to the deconstruction of racial prejudice in school environment? The focus of activities was therefore uncovering the origins of racism and stereotypes about black people, improving the critical view of the students about the filmic discourse and promoting discussion and the socio-historical reading of black people´s contribution to Brazilian culture. The results of the research allowed observing how productive the work with different sources by a problematizing way is to the learning process, establishing a relationship between present and past. So, the students were able to identify permanence of racist theories built yesterday, nowadays. They established relationships between social exclusion of slaves and the causes of poverty in Brazil; and they were able to identify, in general, the archetypes by which black people are placed in the national cinema, also identifying an appreciation of the representation of black people and their culture in the movie Beetle.