Este estudo tem por objetivo analisar as obras historiográficas do município de Veranópolis, bem como algumas fontes e sua potencialidade na metodologia aplicada ao ensino da história local. Para isso, foi feito um diagnóstico junto aos professores da Rede Municipal de Ensino, a partir da aplicação de questionário de cunho qualitativo e quantitativo, identificando se a história local é trabalhada e quais estratégias e os recursos metodológicos utilizados em sala de aula para cumprir esse intento. A análise realizada sobre as obras, bem como o resultado da pesquisa dos dados coletados, indicou um futuro caminho para propostas voltadas a um olhar sobre as ausências na historiografia atual, no ensino da história local e no fazer social da História. À experimentação do ensino da história local com a produção de fontes, utilizou-se do blog, uma mídia de comunicação, para o registro escrito das memórias individuais e coletivas presentes no espaço escolar e na comunidade. Essas memórias, individuais e coletivas, fazem parte da dinâmica da sala de aula, tornando-se vivas no contexto escolar, necessitando, portanto, de abordagens metodológicas que acompanhem a velocidade vertiginosa das mídias digitais para que possam explorar, assim, formas de sua inserção no ciberespaço. As escolas caracterizam-se como espaços privilegiados de construção de identidade e de memória coletiva. Assim, o objetivo é relatar as experiências obtidas, junto aos avós, por meio de um projeto desenvolvido com as alunas dos 2º e 3º anos do Curso Normal, do Colégio Regina Coeli de Veranópolis. O estudo desenvolveu-se sob a perspectiva de entrevistas orais com posterior registro do relato em blog. A escolha de um meio digital para o registro dos relatos orais se justifica pelo fato de existir a necessidade de inserir ferramentas tecnológicas nas atividades relacionadas ao ensino de História. A partir da análise do conteúdo do blog, que são as vozes silenciadas, buscou-se demonstrar o potencial que possuem as fontes produzidas no âmbito privado como fotografias, cartas, objetos pessoais de valor material e imaterial na construção identitária de um local. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-02-24T11:17:48Z No. of bitstreams: 1 Dissertacao Izabel Cristina Durli Menin.pdf: 2238713 bytes, checksum: 138834a6f28e7a2213455de37e3a2022 (MD5) / Made available in DSpace on 2016-02-24T11:17:49Z (GMT). No. of bitstreams: 1 Dissertacao Izabel Cristina Durli Menin.pdf: 2238713 bytes, checksum: 138834a6f28e7a2213455de37e3a2022 (MD5) / The following study aims to analyze the historiographic works from the city of Veranópolis, as well as some research sources and their potentiality in the methodology applied to the teaching of the Local History. A research is made involving the teachers of Municipal Education System, by applying a qualitative and quantitative questionnaire in order to identify whether the Local History is worked at school and what strategies and methodological resources are used in the classroom. The analysis of the works, as well as the research result of the collected data presented a way forward for a proposition of further attention on the absence in the current historiography in the teaching and social making of Local History. The trial of Teaching Local History with the production of sources was through a blog, the communication media resource used to report the individual and collective memories present at school and in the community. These individual and collective memories are part of the classroom dynamic, becoming alive in the school context, requiring, therefore, methodological approaches to follow the unstoppable speed of digital media so that they can explore ways of participating in the cyberspace. Schools are characterized as privileged spaces to build identity and collective memory. Therefore, the objective is to report the experience gained with the grandparents, through a project developed with the students of the 2nd and 3rd grades of the Teaching Course of the School Regina Coeli, from Veranópolis. The study was developed from the perspective of oral interviews and their reports in a blog. The choice of a digital medium to record oral reports is justified by the fact that there is the need of integrating technological tools in activities related to the teaching of History. From the analysis of the blog content, which are silenced voices, it was aimed to demonstrate the potential that the sources produced in the private sector, such as, photographs, letters, personal objects with material and immaterial value have in the construction of the identity of a place.

Este estudo apresenta uma abordagem sobre o testemunho utilizado como fonte no ensino da história da Segunda Guerra Mundial. Tem como objeto de análise um projeto com sobreviventes da Shoah, desenvolvido pelo Instituto Marc Chagall. Por meio da história oral, da memória e do testemunho, possibilitou o desenvolvimento de uma sequência didática que promove a sensibilização, a aprendizagem humana e significativa em relação a história traumática da guerra. O produto elaborado por esta pesquisa constitui-se, então, em um material de referência para o professor utilizar o painel sobre a Shoah na educação básica. / This study presents an approach on the testimony used as a source in teaching the history of the World War II. Its object of analysis is a project with survivors of the Shoah, developed by the Marc Chagall Institute. Through oral history, memory and testimony, it enabled the development of a didactic sequence that promotes sensitization, human learning and meaningful relation to the traumatic history of the war. The product elaborated by this research constitutes, then, in a material of reference for the teacher to use the panel on Shoah in basic education.

A presente dissertação aborda a história do Grêmio Esportivo Glória, clube de futebol da cidade de Vacaria, no Rio Grande do Sul, que foi fundado em 1956. Apesar do início modesto, como um time formado por trabalhadores do setor madeireiro, atualmente figura entre as equipes que disputam as principais competições futebolísticas do estado. Como resultado dessa abordagem histórica construiu-se um site, acessível ao público, onde os principais fatos são investigados. A partir dessa pesquisa, também, foram produzidas atividades pedagógicas, voltadas para o ensino de História e disponibilizadas no mesmo site. No tocante aos procedimentos metodológicos utilizamos fontes de naturezas diversas, tais como atas do clube, fotografias, fontes impressas, depoimentos orais e fontes bibliográficas. O estudo recuperou histórias do clube pouco difundidas, ou ignoradas, além do que por meio do site, observou-se a possibilidade de interlocução com pessoas interessadas em contribuir com a continuação do estudo. Espera-se que esse espaço virtual sirva de base para futuras pesquisas, além de constituir-se como fonte de consulta para interessados em conhecer a história do Glória de Vacaria. / This dissertation deals with the history of Grêmio Esportivo Glória, a soccer club in the city of Vacaria, in Rio Grande do Sul State, which was founded in 1956. Despite the modest beginning as a team formed by workers in the timber industry, currently it competes for the main football competitions in the state. As a result of this historical approach a publicly accessible site was built where the main facts are investigated. From this research were also produced pedagogical activities aimed at teaching History made available on the same site. Regarding methodological procedures, we use sources of a diverse nature, such as club minutes, photographs, printed sources, oral testimonies and bibliographic sources. The study retrieved club stories that were sparse or ignored, in addition to that by means of the site, it was observed the possibility of interaction with people interested in contributing to the continuation of the study. It is hoped that this virtual space will serve as a basis for future research, besides constituting itself as a source of consultation for those interested in knowing the history of Glória de Vacaria.

Este estudo tem por objetivo analisar as obras historiográficas do município de Veranópolis, bem como algumas fontes e sua potencialidade na metodologia aplicada ao ensino da história local. Para isso, foi feito um diagnóstico junto aos professores da Rede Municipal de Ensino, a partir da aplicação de questionário de cunho qualitativo e quantitativo, identificando se a história local é trabalhada e quais estratégias e os recursos metodológicos utilizados em sala de aula para cumprir esse intento. A análise realizada sobre as obras, bem como o resultado da pesquisa dos dados coletados, indicou um futuro caminho para propostas voltadas a um olhar sobre as ausências na historiografia atual, no ensino da história local e no fazer social da História. À experimentação do ensino da história local com a produção de fontes, utilizou-se do blog, uma mídia de comunicação, para o registro escrito das memórias individuais e coletivas presentes no espaço escolar e na comunidade. Essas memórias, individuais e coletivas, fazem parte da dinâmica da sala de aula, tornando-se vivas no contexto escolar, necessitando, portanto, de abordagens metodológicas que acompanhem a velocidade vertiginosa das mídias digitais para que possam explorar, assim, formas de sua inserção no ciberespaço. As escolas caracterizam-se como espaços privilegiados de construção de identidade e de memória coletiva. Assim, o objetivo é relatar as experiências obtidas, junto aos avós, por meio de um projeto desenvolvido com as alunas dos 2º e 3º anos do Curso Normal, do Colégio Regina Coeli de Veranópolis. O estudo desenvolveu-se sob a perspectiva de entrevistas orais com posterior registro do relato em blog. A escolha de um meio digital para o registro dos relatos orais se justifica pelo fato de existir a necessidade de inserir ferramentas tecnológicas nas atividades relacionadas ao ensino de História. A partir da análise do conteúdo do blog, que são as vozes silenciadas, buscou-se demonstrar o potencial que possuem as fontes produzidas no âmbito privado como fotografias, cartas, objetos pessoais de valor material e imaterial na construção identitária de um local. / The following study aims to analyze the historiographic works from the city of Veranópolis, as well as some research sources and their potentiality in the methodology applied to the teaching of the Local History. A research is made involving the teachers of Municipal Education System, by applying a qualitative and quantitative questionnaire in order to identify whether the Local History is worked at school and what strategies and methodological resources are used in the classroom. The analysis of the works, as well as the research result of the collected data presented a way forward for a proposition of further attention on the absence in the current historiography in the teaching and social making of Local History. The trial of Teaching Local History with the production of sources was through a blog, the communication media resource used to report the individual and collective memories present at school and in the community. These individual and collective memories are part of the classroom dynamic, becoming alive in the school context, requiring, therefore, methodological approaches to follow the unstoppable speed of digital media so that they can explore ways of participating in the cyberspace. Schools are characterized as privileged spaces to build identity and collective memory. Therefore, the objective is to report the experience gained with the grandparents, through a project developed with the students of the 2nd and 3rd grades of the Teaching Course of the School Regina Coeli, from Veranópolis. The study was developed from the perspective of oral interviews and their reports in a blog. The choice of a digital medium to record oral reports is justified by the fact that there is the need of integrating technological tools in activities related to the teaching of History. From the analysis of the blog content, which are silenced voices, it was aimed to demonstrate the potential that the sources produced in the private sector, such as, photographs, letters, personal objects with material and immaterial value have in the construction of the identity of a place.

A alimentação é uma das expressões mais sensíveis da cultura, com seus sabores e aromas, pois toca nas sensibilidades e nos estranhamentos das pessoas perante culinárias específicas. Assim, as receitas evocam memórias, estimulando a imaginação e desencadeando sentimentos profundos, que se materializam em vínculos entre o passado e o presente. A capacidade de percebê-los e valorizá-los dependem dos padrões culturais e da memória. Com a alimentação vista como um aspecto importante na história e na cultura de um povo, torna-se visível a discussão de guardar e proteger esses bens como patrimônio imaterial, tornando assim, a gastronomia umas das principais representações culturais de um povo. Este estudo analisa a culinária dos imigrantes italianos, da região de Bento Gonçalves, como instrumento de memória coletiva e sua transformação em turismo gastronômico. Vislumbra também a criação de um material paradidático referente à pesquisa, que conduz o aluno a uma pesquisa aproximada ao do historiador. / Food is one of the most sensitive expressions of culture, with its flavors and aromas, since it is able to touch the sensitivities and the strangeness of the people with specific cuisines. Thus, these senses in recipes evoke memories by stimulating the imagination and unleashing deep feelings that materialize in ties between the past and the present. The ability to perceive and appreciate them depend on cultural patterns and memory. With food becoming an important aspect in the history and culture of a people, the discussion of maintaining and protecting these assets as an intangible heritage is evident, thus making food a major cultural representation of a people. This study analyzes the cuisine of Italian immigrants in the area of Bento Gonçalves, as a collective memory tool and its transformation into gastronomic tourism. It also envisions the creation of paradidactic materials related to research, leading the student to a search that resembles that of a historian.

Este trabalho analisa as possibilidades do uso de fontes históricas em sala de aula. Para isso, foram desenvolvidas sugestões e orientações para serem aplicadas na prática educativa por professores de História. Entre as questões que norteiam este trabalho, destacamos: Como os professores podem trabalhar com fontes históricas em sala de aula? Como um processo-crime pode ser usado como ferramenta pedagógica? Quais são os conhecimentos básicos que devem ser desenvolvidos pelos professores para o uso de documentos em sala de aula? Qual a importância da formação continuada de professores na sua prática? O objetivo é fornecer um apoio que auxilie no planejamento dos docentes e sirva também como formação continuada de professores. A análise desenvolvida na dissertação culminou no site “Escravidão e Ensino de História”, onde estão disponibilizados diversos subsídios pedagógicos. Partimos de um processo-crime do Arquivo Público do Estado do Rio Grande do Sul (APERS) para a produção de uma sequência didática e outros materiais / This paper analyzes the possibilities of using historical sources in the classroom. Suggestions and advices for History teachers were developed in order to be applied in educational practice. Among the questions that guide this paper we highlight: How can teachers work with historical sources in the classroom? How can a criminal proceedings be used as a pedagogical tool? What are the basic knowledge that should be developed by teachers for the use of documents in the classroom? What is continuing teacher education matter in their practice? The aim is to provide a support in order to help the teacher’s planning lessons, and also continuing education of teachers.The analysis developed in the essay accomplished in the site "Slavery and Teaching of History" where many pedagogical subsidy are available. We start from a criminal proceedings of the Rio Grande do Sul public registers (APERS) for a didactic sequence and other materials production.

Orientador: Ernesta Zamboni / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T15:24:25Z (GMT). No. of bitstreams: 1 Oliveira_SandraReginaFerreirade_D.pdf: 17678336 bytes, checksum: c6b2cf157b1b658ad4f523645825be75 (MD5) Previous issue date: 2006 / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

D.Ed. / Man is dependant on the environment for his essential requirements and welfare. In the current technological era our world is being irreversibly damaged through the lack of long term vision, due mainly to ignorance of the surroundings man finds himself in. This research focuses on the feasibility of Environmental Education as a perspective on the content of General Science of the compulsory school phase. The researcher feels confident that Environmental Education would indeed add a positive dimension to the future teaching of General Science. The researcher points out that Environmental Education is essential to future generations. Research is directed towards the attainability of Environmental Education in formal Education. A new-found demand faces the General Science teacher. The researcher points out that change is irrevocably due to the technological advances and development together with the adjoining dynamic expectations and demands of society. Mankind's and environment's history has clearly shown that the environment is secondary to progress. The environment must satisfy man's ever growing demands. The contrary hasn't been proven up to date. Man is insensitive to and ignorant about the demands of the environment. The corruption of a once healthy interaction between man and environment is unfortudately a result of man's impetance, insensitivity and ignorance of the environment. Therefore man must take the initiative to restore the environment to a sustainable system where man and his environment can flourish. This research proves a lack of legislation in the necessary nationwide Environmental Education. Environmental Education is far removed from its rightful place in education, not featuring in General Science but through the inclusion of the biophysical surroundings. General Science finds its roots in the biophysical dimension of the environment. The researcher has found that the total environment is only casually referred to in its political, economical and social dimensions.

D.Phil. (Curriculum Studies) / The study highlights the conceptual and practical challenges in providing initial teacher education that promotes, amongst other factors, coherence with the prescribed school curriculum. It investigates a History Teaching Methods (HTM) course offered by a university in Kenya to clarify how course related documents, lectures, students’ microteaching lessons, and perceptions about these three aspects obtained from interviews with a teacher-educator and students addressed what the course had to provide as possibilities for the acquisition of professional knowledge and skills that would enable students to teach effectively the secondary school History and Government (H&G) subject. Through a review of literature on curriculum coherence and theories on ethical pedagogic practice and communication combined with primary data collected in Kenya, I explain the nature of the challenges in the HTM course. The challenges, I argue, are primarily a result of overlooking the disciplinary requirements of History. The findings suggest that misconceptions about professional responsibilities of the teacher-educators are largely responsible for the descriptive approach that characterises the pedagogical practices they promoted. The absence of engagement with disciplinary requirements in lectures contributed to the nature of the devices that were used by students to teach. In order to clarify the nature of these pedagogic challenges, I adopted a generic qualitative approach to the research. The direct contact and discussion with a teacher-educator and students enabled me to explore their understanding of the requirements of teaching history at school level. Through observations of lectures I established how the teacher-educators considered these requirements as important to the teacher education they provided. Through observing students’ microteaching lessons I was able to establish their understanding of the nature of historical knowledge and how it ought to be approached when teaching. The study contributes to the general field of teacher education by having devised a conceptual orientation that can be drawn on to establish what is necessary to teach school history effectively, namely, the importance of normative critical thinking and contextual sensitivity. In this study, I indicate the pedagogic processes that need to be considered and constantly in place to teach history by drawing on relevant paradigms and conceptual orientations belonging to the discipline. I found that teacher-educators underplay the importance of these factors and view them as having to be considered by academic entities that are directly involved with history as a discipline. It is due to this oversight that the programme seemed to emphasise descriptive and procedural orientations in initial teacher education. I conclude by suggesting that a course that educates student teachers for, amongst other reasons, teaching H&G at secondary school in Kenya, has to consider firstly, what is essential to history teaching and learning as a discipline and secondly that effective history teaching has to be informed by reasoning that is not only relevant to History as a discipline but also its practicality to the objectives of school history.

The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.