O estudo apresenta abordagens sobre Direitos Humanos no ensino de História, a fim de compreender qual a importância da reflexão sobre o Regime Civil Militar Brasileiro nos textos presentes nos principais livros didáticos distribuídos pelo Programa Nacional do Livro Didático para o Ensino Médio, para a manutenção dos Direitos Humanos? Desta forma, o objetivo deste trabalho é analisar como a Ditadura Civil Militar Brasileira é abordada nos livros didáticos de História do Ensino Médio, tendo presente, especificamente, a questão dos Direitos Humanos. A abordagem terá como base a análise de discurso, segundo Orlandi, e a análise de conteúdo, segundo Bardin. Além disto, serão sugeridas possibilidades para a abordagem do tema em sala de aula. A proposta de produto final é a produção de um site sobre a temática, o qual, posteriormente, poderá ser acessado pelos professores e estudantes das redes pública e privada de ensino, público geral interessado pela temática, estudantes de graduação e pós-graduação, assim como outros pesquisadores da área. As reflexões apontam que a violação aos Direitos Humanos ocorreu de forma institucionalizada pelo estado brasileiro e que se faz presente ainda em espaços públicos e privados da sociedade, portanto, a análise permanente no ensino de história tende a contribuir para diminuir tal ação. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-02-02T11:49:51Z No. of bitstreams: 1 Dissertação Camila Maria Piccoli.pdf: 2245981 bytes, checksum: 71329939dc948b9f5f4eac25f0581e4e (MD5) / Made available in DSpace on 2018-02-02T11:49:51Z (GMT). No. of bitstreams: 1 Dissertação Camila Maria Piccoli.pdf: 2245981 bytes, checksum: 71329939dc948b9f5f4eac25f0581e4e (MD5) Previous issue date: 2018-02-02 / The study presents approaches on Human Rights in the teaching of History, to understand the importance of reflection on the Brazilian Civil Military Regime texts present in the main textbooks distributed by the National Program of High School Didactic Book, for the maintenance of Human Rights? In this way, the objective of this work is to analyze how the Brazilian Military Dictatorship is approached in the textbooks of the History of the Secondary School, taking especially into consideration the question of Human Rights. The approach will be based on discourse analysis, according to Orlandi, and content analysis, according to Bardin. In addition, possibilities will be suggested for approaching the theme in the classroom. The final product proposal is the production of a website on the subject, which can be accessed by teachers and students from public and private educational networks, the general public interested in the subject, undergraduate and graduate students, as well as other researchers from the area. The reflections point out that the violation of human rights occurred institutionally by the Brazilian State and is still present in the public and private spaces of society, therefore, permanent analysis in the teaching of history tends to contribute to diminish such action.

O estudo apresenta abordagens sobre Direitos Humanos no ensino de História, a fim de compreender qual a importância da reflexão sobre o Regime Civil Militar Brasileiro nos textos presentes nos principais livros didáticos distribuídos pelo Programa Nacional do Livro Didático para o Ensino Médio, para a manutenção dos Direitos Humanos? Desta forma, o objetivo deste trabalho é analisar como a Ditadura Civil Militar Brasileira é abordada nos livros didáticos de História do Ensino Médio, tendo presente, especificamente, a questão dos Direitos Humanos. A abordagem terá como base a análise de discurso, segundo Orlandi, e a análise de conteúdo, segundo Bardin. Além disto, serão sugeridas possibilidades para a abordagem do tema em sala de aula. A proposta de produto final é a produção de um site sobre a temática, o qual, posteriormente, poderá ser acessado pelos professores e estudantes das redes pública e privada de ensino, público geral interessado pela temática, estudantes de graduação e pós-graduação, assim como outros pesquisadores da área. As reflexões apontam que a violação aos Direitos Humanos ocorreu de forma institucionalizada pelo estado brasileiro e que se faz presente ainda em espaços públicos e privados da sociedade, portanto, a análise permanente no ensino de história tende a contribuir para diminuir tal ação. / The study presents approaches on Human Rights in the teaching of History, to understand the importance of reflection on the Brazilian Civil Military Regime texts present in the main textbooks distributed by the National Program of High School Didactic Book, for the maintenance of Human Rights? In this way, the objective of this work is to analyze how the Brazilian Military Dictatorship is approached in the textbooks of the History of the Secondary School, taking especially into consideration the question of Human Rights. The approach will be based on discourse analysis, according to Orlandi, and content analysis, according to Bardin. In addition, possibilities will be suggested for approaching the theme in the classroom. The final product proposal is the production of a website on the subject, which can be accessed by teachers and students from public and private educational networks, the general public interested in the subject, undergraduate and graduate students, as well as other researchers from the area. The reflections point out that the violation of human rights occurred institutionally by the Brazilian State and is still present in the public and private spaces of society, therefore, permanent analysis in the teaching of history tends to contribute to diminish such action.

Cette étude a pour but d’analyser les pratiques d’enseignement de l’histoire dans les écoles secondaires de la République Démocratique du Congo (RDC) en rapport avec le nouveau programme d’application à partir de septembre 2005. En effet, le cours d’histoire qui constitue une matière stratégique et représente un enjeu important à l’école secondaire, a échoué, pendant plusieurs décennies (de 1962 à 2005), à l’essentiel de la mission qu’il est censé remplir à ce niveau de la scolarité en RDC. Ce constat d’échec, plus net et plus évident que pour toutes les autres matières, était surtout imputable au contenu des matières jugé européocentrique et inadapté, ainsi qu’aux manuels totalement dépassés sur tous les plans (conception, objectifs …). Les critiques à l’endroit de cette discipline touchaient également à la méthodologie car l’enseignement de l’histoire est, probablement, plus que toute autre discipline, susceptible de s’adapter constamment. Cette adaptation est requise pour le contenu de l’histoire scolaire ainsi que pour la façon de l’enseigner.<p>Mais, si le nouveau programme (de 2005) a «décolonisé» le contenu des matières, les pratiques de terrain semblent encore immuables !Qu’est ce qui peut expliquer cet immobilisme ?Pour tenter de répondre à cette question, cette thèse procède par une double démarche, théorique et empirique. La démarche théorique qui fait l’objet de la première partie, brosse la littérature sur notre problématique, donne un aperçu de l’histoire de l’enseignement et de l’enseignement de l’histoire en RDC, aborde le savoir conceptuel de l’enseignant d’histoire et les pratiques d’enseignement et enfin, traite de la motivation des élèves ainsi que du matériel didactique. Quant à la deuxième partie consacrée à la démarche empirique, elle est centrée sur l’approche méthodologique de la recherche, l’analyse et l’interprétation des résultats quantitatifs et qualitatifs.<p>L’analyse des réponses aux questions administrées auprès de notre échantillon, composé d’une part de 64 enseignants et, d’autre part, de 600 élèves ainsi que l’analyse des observations de 10 classes d’histoire et des interviews avec les enseignants des classes visitées ont permis d’appréhender l’application du nouveau programme et les autres réalités de terrain.<p>En somme, les résultats de cette étude montrent que les enseignants dispensant le cours d’histoire en 5e et 6e secondaires, utilisent, presque tous, les modes transmissifs et ignorent la pédagogie active ou les modes actifs proposés par le nouveau programme d’histoire ;ce qui ne motive pas, sans doute, les élèves à ce cours. Autrement dit, malgré leur haute qualification, leur longue expérience dans l’enseignement et le changement de contenu, ces enseignants d’histoire ne pratiquent pas la pédagogie active ou les modes actifs. On semble être donc loin de la « décolonisation », tant souhaitée, des pratiques en classe d’histoire en RDC. <p>Au regard de ce qui précède, nous pensons que pour mieux enseigner l’histoire, les enseignants congolais devraient avoir d’autres ambitions qu’une simple transmission des connaissances (savoirs) destinées à être simplement enregistrées et restituées par les élèves lors des interrogations et examens. Le rôle fondamental du cours d’histoire étant d’informer et de former, le souci constant qui devrait animer les enseignants est de susciter et de renouveler l’intérêt des élèves, de les aider à construire leurs savoirs, pour qu’ils deviennent des vrais acteurs de la société de demain. Car, nous estimons que la reconstruction d’un pays, comme la RDC, passe aussi par la reconstitution et la sauvegarde de la mémoire collective et du patrimoine culturel, tâches qui relèvent du domaine de l’enseignement de l’histoire. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

O ensino de história tem papel relevante na construção da identidade do sujeito, ao estimular sua criticidade, partindo de uma reflexão de natureza histórica. Assim, ao pensar sobre a função da escola juntamente com a sua interação na sociedade, a escola possui uma significação própria pelo contexto existente no bairro, mesmo sendo uma instituição pública, com legislação e estrutura advinda do poder externo. Percebendo a significativa função social exercida pela escola, esse trabalho tem por objetivo examinar a construção da identidade dos moradores do Bairro São João Bosco – PROMORAR, localizado no município de Nova Prata, Rio Grande do Sul, Brasil. O bairro surge na década de mil novecentos e oitenta com a necessidade de amenizar os problemas de habitação da parcela carente da população da cidade. Concomitante com o nascimento do Bairro, têm início as atividades na Escola Municipal de Ensino Fundamental Padre Josué Bardin, no ano de mil novecentos e oitenta e três, para atender as crianças desta localidade. / The teaching of history has relevant subject’s identity construction role, by stimulating subject’s criticality starting from a reflection of historic nature. Thus, thinking about the function of the school together with subject’s interaction in society, the schoool gets an own meaning by the context that exists in the neighbourhood, even tough a public institution, with legislation and structure arising from the external power. Realizing the significative social function exercised by the school, this project aims at examine the construction of identity for local residents of São João Bosco - PROMORAR neighbourhood located in Nova Prata city, Rio Grande do Sul, Brasil. The neighbourhood arises in the 80’s with the necessity of soften the housing problems of the lacking portion of the city’s population. Concomitant with the neighbourhood’s rising there is the beginning of the activities at Padre Josué Bardin Municipal College in the year of one thousand nine hundred and eight three, to attend the children from that location.

Field guide -- Map -- Nature trail plant species -- Plant identification key -- Species test plot -- Climate -- Cloud identification -- Desert soils -- Tortoise station -- Animal track and pond.

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

This dissertation examines the changing perceptions which black history educators and learners have held toward secondary school history education from 1948 to 2008. The province of Mpumalanga is focused upon, although the perceptions held about history education by black secondary school educators and learners within the wider historical context of South Africa is also examined. It is argued that while the history education offered to black learners in South Africa secondary schools during the apartheid era was unpopular largely due to its pro-government subject matter, post-apartheid secondary school education is in danger of becoming increasingly marginalized within the school curriculum as it cannot successfully compete with a modern, technological and materialistically orientated society. / History / M.A. (History)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)

It is generally agreed that during the apartheid era secondary school History education was perceived as either an indispensible aid toward furthering the National Party’s social and political programme of separate development by some sections of the South African community or as an insidious form of indoctrination by other sections of the community. One of the contentions of this thesis is that this form of apology or indoctrination was less successful than is generally believed. The white English and Afrikaans-speaking sections of the community, although practising very different cultures shared many perceptions, including the perception that secondary school History education was less important than was the study of other subjects. The result was that at least since the 1960s, History was a subject in decline at most South African white secondary schools. History education enjoyed a mixed reception on the part of black secondary school educators during the apartheid era although the majority of black secondary school educators and learners, particularly after the 1976 Soweto Uprising, rejected the subject as a gross misrepresentation of historical record. The demise of History as a secondary school subject during the post-apartheid era is well documented. The case is made that this is due to factors such as poor teaching and the tendency by school administrations to marginalise the subject. My own 2008 and 2012 research indicates that while many South African adults display a negative attitude toward secondary school History education, secondary school learners have a far more positive outlook. The finding of this thesis is that the future for History education in South Africa is not as bleak as many imagine it appears to be. / History / D. Litt. et Phil. (History)