Orientador: Ernesta Zamboni / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T15:28:52Z (GMT). No. of bitstreams: 1 RibeiroJunior_HalferdCarlos_D.pdf: 7471546 bytes, checksum: e6083a77bb6ba646cb2a98f91e17490e (MD5) Previous issue date: 2015 / Resumo: O tema principal da tese é a construção da identidade brasileira nos livros didáticos de História do Brasil de Joaquim Silva editados na dinâmica da reconstrução da Nação empreendida pela política do Estado Novo; o objetivo é analisar o modo em que ocorreu a construção dos nexos de sentidos sobre a identidade brasileira, segundo a interpretação histórica de Joaquim Silva em conformidade a Reforma Gustavo Capanema de 1942. O corpus documental é composto pela bibliografia sobre o tema, a legislação federal que regia o sistema de ensino secundário, documentos oficiais alocados nos arquivos CPDOC da Fundação Getúlio Vargas, da Companhia Editora Nacional, do Arquivo Nacional, e os livros didáticos de História do Brasil para o terceiro e o quarto ano do ensino ginasial de Joaquim Silva, publicados respectivamente em 1945 e 1946. Os fundamentos teóricos e metodológicos que sustentam a nossa análise estão relacionados à construção de representações de identidade, a história social do currículo, o livro didático e identidades, e a análise do discurso. Concluímos que a interpretação histórica de Joaquim Silva tinha como pressuposto a manutenção do Estado democrático pautado em uma estrutura jurídica que propiciava a transformação da sociedade, com condições de governar para o desenvolvimento e progresso da Nação, e o brasileiro idealizado era o cidadão trabalhador, patriótico e cristão, que não se curvava diante das dificuldades, mas que lutava com resignação e sobriedade para vencer os obstáculos da vida / Abstract: The main theme of the thesis is the construction of Brazilian identity in the Joaquim Silva Brazil¿s history books edited in the dynamics of reconstruction of the nation undertaken by the "Estado Novo" policy; the objective is to analyze the way on which the construction of the connections of meanings on the Brazilian identity, according to the historical interpretation of Joaquim Silva in accordance Capanema Reform in1942. The documentary corpus consists of the literature, the federal law that governed the secondary education system, official documents allocated at the CPDOC files from Getúlio Vargas Foundation, the Companhia Editora Nacional, the National Archives, and Joaquim Silva history books from Brazil of the third and fourth year of junior high school published respectively in 1945 and 1946. the theoretical and methodological foundations underpinning our analysis are related to the construction of identity representations, the social history of the curriculum, the teaching and identities textbooks, and discourse analysis. We conclude that the historical interpretation of Joaquim Silva had presuppose the maintenance of the democratic state ruled by a legal framework that promoted the transformation of society, with conditions to govern for the development and the progress of the nation, and the idealized Brazilian was the worker citizen, patriotic and Christian, who would not bow down before the difficulties, but struggled with resignation and sobriety to overcome the obstacles of life / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T17:08:36Z No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T20:38:10Z (GMT) No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) / Made available in DSpace on 2015-12-14T20:38:10Z (GMT). No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) Previous issue date: 2015-04-03 / Futuros professores, durante seu processo de profissionalização, (re)elaboram constantemente seus saberes, que devem ser considerados saberes docentes em formação. Para o início do curso de Graduação, eles trazem saberes anteriores, socialmente construídos, que passam a conviver e confrontar-se com outros saberes, característicos de sua disciplina. Compreender como se efetiva esse relacionamento entre modalidades distintas de saberes docentes é um desafio que interessa a um amplo universo de áreas de conhecimento distintas. A presente tese trata dessa questão mais abrangente a partir de uma abordagem específica que incorpora reflexões teóricas oriundas do campo do Ensino de História e da própria natureza do conhecimento histórico, principalmente no que se refere à História Antiga, a fim de perceber como a compreensão da História Antiga, bem como suas implicações em relação à compreensão de tempo e conhecimento histórico se modifica no jovem futuro professor ao longo do curso de Graduação. Para que essas alterações pudessem ser visualizadas, foi necessário estabelecer uma análise comparativa entre os conceitos expressos nos discursos dos alunos iniciantes e concluintes. Tal levantamento foi realizado entre os anos de 2011 e 2014 com discentes do curso de História da Universidade Federal de Juiz de Fora. As vozes desses alunos foram captadas através de questionários (sistematizados pela ferramenta wordle disponível na internet) e atividades propostas em sala de aula com alunos ingressantes e formandos. Também foi realizado um grupo focal com alunos concluintes para debater como eles avaliam as transformações ocorridas de seus saberes, principalmente como eles (re)constroem os sentidos que atribuem à Antiguidade como período histórico e de que forma a associam às discussões que envolvem o significado do Ensino de História. Para embasar as reflexões que foram desenvolvidas nessa pesquisa, foi necessário estabelecer um diálogo com autores como Maurice Tardif, no que se refere à questão dos saberes docentes; Walter Benjamin a respeito das múltiplas possibilidades de articulação entre as dimensões temporais do presente, passado e futuro; François Hartog, Jacques Revel e Fernando Catroga sobre do conceito de usos políticos do passado e Reinhard Koselleck, acerca do conceito moderno de História. Na análise dos discursos dos alunos acerca dos sentidos de Antiguidade foi essencial a inclusão de conceitos de Mikhail Bakhtin. / Future teachers, during their professionalization process, constantly (re)elaborate their knowledge, which should be considered as teachers' knowledge in development. For the beginning of the Undergraduate course, they bring previous, socially built knowledge that starts to coexist and confront other knowledge, characteristic of their discipline. Understanding how this relationship is effective between different modalities of teacher knowledge represents a challenge that concerns a broad universe of different knowledge areas. The present dissertation addresses this broader issue from a specific approach that incorporates theoretical reflections originating from the field of History Teaching and the own nature of historical knowledge, especially with regard to Ancient History, in order to realize how the understanding of Ancient History, as well as its implications for the understanding of time and historical knowledge changes in the young future teacher during the course of Undergraduate Studies. For these changes to be seen, it was necessary to establish a comparative analysis between the concepts expressed in the speeches of beginners and graduating students. This survey was conducted between 2011 and 2014 with students from the course of History at the Federal University of Juiz de Fora. The voices of these students were heard through questionnaires (systematized by wordle, a tool available on the internet) and proposed activities in the classroom with entrant and senior students. A focus group was also conducted with senior students to discuss how they evaluate the changes occurring in their knowledge, especially regarding how they (re)construct the meanings that contribute to Antiquity as being a historical period and how they associate it to the discussions involving the meaning of History Teaching. To support the reflections that were developed in this study, it was necessary to establish a dialog with authors such as Maurice Tardif, with regard to the issue of teacher knowledge; Walter Benjamin, about the multiple possibilities of articulation between the temporal dimensions of the present, past and future; François Hartog, Jacques Revel and Fernando Catroga, on the concept of political uses of the past; and Reinhard Koselleck, about the modern concept of history. In the analysis of the students' discourse regarding the sense of antiquity, it was essential to include concepts of Mikhail Bakhtin.

The subject of this examination paper is the study of the teaching of history in today’s society that is characterized by multiculturalism and diversity. It starts with an interest in understanding how multiculturalism and diversity are treated in the secondary schools in Sweden. The study begun as an inductive work and has been achieved via analysis of teaching contents, perspectives and working methods. The data for this study was obtained through semi-structured interviews and a survey. The main method used for analysis is the inductive qualitative method Grounded Theory (GT). The qualitative method, Critical discourse analysis, (CDA) has also been used to analyze the political aspects of history curriculum. In order to understand the role of the teaching of history in our society - the different levels of historical consciousness, the acquisition of skills and abilities, the perspective in history’s teaching as well as the perception or influence of multiculturalism and diversity - this study has taken into consideration the participation of different people with different education levels. An interesting phenomenon has been noticed during the course of this study: a special relationship to diversity and multiculturalism found in young students enrolled in a high school program that combine courses of history with other courses related to history. I define this phenomenon as awareness of diversity and multiculturalism. The used survey confirms the occurrence of this phenomenon. The result indicates that the young individuals who have followed a certain combination of subjects, have positive attitudes toward diversity and multiculturalism, equivalent to teachers with master and PhD’s degree who have the mission to teach democracy as their profession. Finally, the study focused on analyzing how contents and didactics strategies in history-teaching can influence the development of consciousness about diversity and multiculturalism. This study has a political and a didactical dimension, the discussion of both those dimensions is done by using Gert Biesta’s concepts qualification, socialization, subjectification, and James A. Banks’s five-dimensional typology about multicultural education.

Det övergripande syftet med den här studien är att undersöka hur historiedidaktisk forskning har tagit sig an det heterogena klassrummet. Genom att studera de teoretiska perspektiv den historiedidaktiska forskningen använder sig av för att problematisera mångfald i klassrummet hoppas jag kunna belysa några av de problemområden som existerar inom detta. I litteraturstudien sammanställs en mängd studier och artiklar som alla tar upp mångfald och historieundervisning och vad dessa studier egentligen undersöker och på vilka sätt de tre perspektiven genus, klass och etnicitet används i empiriska undersökningar, är vad studien analyserat. Resultatet pekar på att de flesta forskarna tenderar att använda sig av antingen ett etnicitet- eller genusperspektiv i sina undersökningar, medan klassperspektivet lyser med sin frånvaro. Många av de analyserade studierna bygger på samma tidigare forskning och undersöker snarlika problem. Förenklat kan man säga att de svenska forskarna endast undersöker icke-genus, eurocentrism och mångkultur när de problematiserar historieundervisning och mångfald.

This diploma thesis is called "The Ethnonational problematics in history textbooks for high schools in current Russia" and is divided into four parts. The first one opens the problematics and aspects of history teaching at schools in general, what factors have impact on its performance and, at the same time, how this imprinting influences individuals and the society. Second part is focused on Russian background of teaching and presenting historical events, and also its institutional base, system and major sources of influence. The focal part analyses current history textbooks for high schools in order to point out the approach to miscellaneous ethnics living in Russians lands in the past and now, and the presentation and explanation of the fact, that Russia has ever been a multinational state. The results and conclusions - the main determination in Russian history teaching - are discussed in the last part.

Controversial issues are inevitable in today’s history classrooms and, therefore, history teachers must be able to handle them. Thus, this paper aims to provide knowledge about controversial issues in history teaching. To do this, a systematic review is used to answer which issues history teachers and pupils perceive as controversial, why controversial issues should be taught, which history teachers avoid or teach controversial issues, and how history teachers can go about teaching them. Firstly, the results show that immigration and history teachers and pupils’ backgrounds can make issues controversial. Secondly, the findings highlight that controversial issues should be taught since they can develop democratic values among pupils and foster critical thinking. Thirdly, history teachers teach controversial issues if they are supported, want their pupils to criticize the nation’s past, and value the benefits of such teaching. Contrary, history teachers avoid controversial issues if they aren’t supported, worry that controversial issues can threaten the national image, fear strong reactions from their pupils, and when they doubt their ability to deal with multiple perspectives. Lastly, the results demonstrate that when teaching controversial issues, history teachers should use their own and their pupils’ experiences, allow pupils to express their emotions, and thoroughly explain the connection between past and present. The findings are discussed in relation to theories of use of history, collective memory, teacher agency and, finally, the Swedish national curriculum.

The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

Orientador: Antonio Francisco Marques / Resumo: O presente trabalho tem por objetivo analisar as contribuições do método de Paulo Freire na contribuição à formação da identidade social de crianças moradoras de ocupações urbanas ligadas ao Movimento Social de Luta dos Trabalhadores (MSLT) e suas colaborações para minimizar os estigmas sofridos por esses alunos no espaço escolar, bem como analisar os documentos curriculares oficiais para identificar se a estrutura escolar reproduz um núcleo segregador no que diz respeito ao direito ao conhecimento de estudantes ligados aos movimentos sociais. As crianças acampadas enfrentam a discriminação dentro da instituição de ensino, dificultando a construção de sua identidade social, prejudicando a sua permanência na escola e a apropriação dos conteúdos do saber sistematizado. Um currículo universal, aberto ao diálogo com os grupos vulneráveis e suas diversidades, pode permitir as crianças acampadas a incorporação de todo o conhecimento e a herança cultural à qual todos os seres humanos têm direito, superando a segregação e o silenciamento imposto por um modelo educacional que não os reconhecem. A pesquisa caracteriza-se pela pesquisa participante de cunho qualitativo e envolveu o levantamento bibliográfico sobre o tema e a análise documental do currículo Oficial do Estado de São Paulo. A escolha do método contemplou uma ligação direta com o tema pesquisado e com os valores e visão de mundo dos pesquisadores. A temática da pesquisa envolve questões de conflito e interesses econômicos e... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present research aims to analyze the contributions of Paulo Freire's method in contributing to the formation of the social identity of children living in urban occupations linked to the Workers' Struggle Social Movement and its collaborations to minimize the stigmas suffered by these students in the school space, as well as to analyze the official curriculum documents to identify whether the school structure reproduces a segregating nucleus regarding students linked to social movements’ rights to knowledge. The camped children face discrimination within the educational institution, making it difficult to build their social identity, impairing their permanence in school and their appropriation of the systematized knowledge content. A universal curriculum that includes and dialogues with vulnerable groups and their diversity can allow children in camps to incorporate all the knowledge and cultural heritage to which all human beings are entitled, overcoming the segregation and the silencing imposed by an educational model that doesn’t recognize them. This research is characterized by a participatory research of qualitative nature and involved a bibliographic survey on the subject and a document analysis of the official curriculum of the State of São Paulo. The choice of this method included a direct link with the researched theme and with the researchers' values and worldview. The research theme involves conflict issues and economic and social interests that, through guidanc... (Complete abstract click electronic access below) / Mestre

Syftet med uppsatsen är att undersöka populärkulturens didaktiska egenskaper. Detta görs utifrån resonemang av historielärare på mellanstadiet.Syftet utgår från tre forskningsfrågor där tanken är att undersöka om lärarna använder populärkultur i sin historieundervisning och hur de i så fall motiverar användandet av detta. Den sista forskningsfrågan undersöker om lärarna anser att populärkultur kan bidra med förmågor och kunskaper hos eleverna, så som historisk empati. Undersökningen görs genom kvalitativa semistrukturerade intervjuer med fem historielärare på mellanstadiet, lärarna är i olika åldrar och har arbetat som historielärare i olika utsträckning. Det är lärarnas svar som sedan analyseras utifrån forskning om populärkultur samt historisk empati. Resultatet visar att lärarna är positiva till användande av några former av populärkultur i historieundervisningen. Dock framkommer det också olika slags problemfaktorer, så som tidsbrist, lärarnas engagemang samt deras syn på populärkultur, vilket spelar en stor roll i användandet av populärkultur i undervisningen.

Syftet med denna undersökning är att undersöka vilka problem och möjligheter man kan möta med användandet av historisk spelfilm i historieundervisningen. Spelfilmens roll som historieförmedlare har ökat under de senaste åren. Idag fungerar spelfilm med historiska motiv som historieförmedlare för många människor, inte minst ungdomar. I många fall används spelfilmen i underhållningssyfte. En stor anledning till att jag gör denna undersökning är för att se närmare på hur läraren kan arbeta med spelfilmen i historieundervisningen utöver ett rent underhållningssyfte. Dessutom anser jag det viktigt att läraren har kunskap om spelfilm eftersom det är en referensram för många unga. Undersökningen bygger på litteraturstudier av tidigare forskares resultat av relationen mellan historia och film. I undersökningen diskuteras och analyseras spelfilmen utifrån följande perspektiv: pedagogiska teorier, kommunikationsteori, reception, autenticitet, dramaturgin, identitet och identifikation, Samtida avtryck i den historiska spelfilmen, historiebruk, historiemedvetande, kritiskt förhållningsätt samt källkritik. Utifrån dessa perspektiv är tanken att i slutdiskussionen presentera en matris för vad läraren bör tänka på när hon/han visar en spelfilm i historieundervisningen. Resultatet av undersökningen har visat att användning av spelfilm i historieundervisningen är långt mer komplicerad än att bara trycka på ”play”. Men planerar pedagogen bara filmanvändningen noga, utifrån olika aspekter, är det relativt enkelt att identifiera problemen och se fördelarna. / The purpose of this study is to examine problems and possibilities you may encounter when using historical motion-picture when teaching history. Motion-picture as an intermediary of history has increased in recent years. Today, motion-picture with historical motives works as an intermediary to many people, especially youths. Motion-picture is in many cases used for entertainment purposes. One of the big reasons to why I do this study is to look at how teachers can work with motion-picture in history teaching apart from the entertainment purposes. Furthermore, I believe it is important that the teacher has knowledge of motion-picture since it is a frame of reference for many youths.The study is based on literature studies of previous researchers' results of the relationship between history and picture. In the study, motion-picture is discussed and analyzed from the following perspectives: pedagogical theories, communication theory, reception, authenticity, dramaturgy, identity and identification, contemporary impressions in the historical motion-picture, uses of history, historical consciousness, a critical approach and source criticism. The idea is that from these perspectives a matrix/compilation of what the teacher should think about when she/he uses a motion-picture in history teaching will be presented.The results of the study have shown that the use of motion-picture in history teaching is far more complicated than just pressing "play". But if the teacher only plans the use of picture carefully, from various aspects, is it relatively easy to identify the problems and see the benefits.