This study addresses the post-revolutionary history of Roma in the Romanian public sphere by examining the social construction of this minority in press and history textbooks. The objective is to illuminate synchronic and diachronic structural patterns in public texts debating Roma in order to offer a deeper understanding of the Romanian xenophobia assuming that the public debate affects the status quo of Roma. Public texts represent fruitful channels of communication through which selective social realities par excellence, stocks of knowledge and typifications are proclaimed by different societal actors. The press possess a critical function whilst history textbooks a manipulative function advocating normative historical realties par excellence. The modi operandi utilized are quantitative, qualitative content- and critical discourse analysis, which are applied in the monitoring of approximately 6000 newspapers, 197 articles (1991-2012) and 6 textbooks (2008-2014). The results indicate that the media history of Roma resembled police investigations rather than conventional journalism. Manifest and latent stereotypifications have synchronically and diachronically formed uncritical and demonizing stocks of knowledge, whose societal truths sustained the othering of Roma in press and were depicted as a force behind the destruction of [“our”] national self-image. History textbooks have offered an inexistent stock of historical knowledge omitting, e.g. the slavery and deportations of Roma but highlighting ethnocentric perspectives, patriotism and other minorities.

This work deals with the issue of gender in textbooks regarding the image of woman and man, with the main question being: What is the image of woman and man in history textbooks give us? History as a subject reflects the conception of woman and man as based mainly on the historical context in which the textbooks reflect the actual events of the past. The introductory part of the work starts treating gender on a general level and then preceeds to a specifical gender analysis of textbooks. The following part of the work presents content analysis of selected history textbooks.

Made available in DSpace on 2017-07-21T14:49:47Z (GMT). No. of bitstreams: 1 FELIPE BRONOSKI SOARES.pdf: 2048052 bytes, checksum: 56c992041f8ac7c561a449594ad7ac48 (MD5) Previous issue date: 2016-08-03 / The aim of this study was to analyze the teaching and learning relationships in history subject in military schools having as reference two points: First, the textbook History of Empire of Brazil and Republic, a book especially designed for the Army Library to serve as educational tool to history lessons in military schools. Secondly the experiences and memories of students and teachers who have taught in units of the Military Schools System of Brazil. Besides understanding the textbook as a proper element of school culture (CHOPPAIN, 2002; JÚNIOR, 1997), the first chapter was intended to analyze the textbook History of Empire of Brazil and Republic from a similar criteria as the one established by the National Textbook Program (MIRANDA, DE LUCA, 2007). As a practical preparation, it was referred to chapters of the textbook History of Empire of Brazil and Republic toward a literature produced by the most recent historiography. The finding was that the textbook has several problems related to its conception of history, historiography choices and methodological construction in its entirety. The most obvious case is the approach about the period of the military regime whose narrative diverges significantly on the latest historiography. (CARDOSO, Lucileide, 2011; FICO, 2004; REIS, 2004; TOLEDO, 2004). The second time was building a web of relationships among people who actively participated in history classes in military schools. Theoretically it is analyzed how the production of oral sources (ALBERTI, 2004; FALCÃO, 2013; LAVERDI, 2013; PORTELLI, 1997; POZZI, 1997) contributed to the preparation of identification of social uses historical knowledge with reference to the concept of didactics of history (BERGMANN, 1990; CARDOSO, Oldimar, 2007; RÜSEN, 2006; SADDI, 2012). Finally, the interviews done with history teachers and students who have gone through units of the military schools revealed important aspects such actions and practices of resistance to military historiographical tradition; meanings of the everyday school activities full of rituals, festivities and public ceremonies; and intellectual understanding of teachers as representatives of the scientific discourse in conflict with the historic culture exposed in the book. Papers as Pacievicht (2007), Pimenta (1996), Rüsen (2010; 1994) were fundamental in this understanding. In addition to the results showed above, it is important to notice that the text presents both the theoretical and methodological analysis of the delimitation of the research study and the historicity of work as something fundamental to understand the characteristics, limits and real situations faced during the journey of its preparation. / O objetivo desse trabalho foi analisar as relações de ensino e aprendizagem da disciplina de história nos colégios militares tendo como referência dois pontos: primeiro, o livro didático História do Brasil Império e República, elaborado especialmente pela Biblioteca do Exército para servir de material didático às aulas de história nos colégios militares. Segundo, as experiências e memórias de alunos e professores que lecionaram em unidades do Sistema Colégio Militar do Brasil. Além de compreender o livro didático como um elemento próprio da cultura escolar (CHOPPAIN, 2002; JÚNIOR, 1997), o primeiro capítulo foi destinado ao esforço de analisar o livro didático História do Brasil Império e República a partir de uma base de critérios semelhantes aos critérios estabelecidos pelo Programa Nacional do Livro Didático (MIRANDA; DE LUCA, 2007). Como elaboração prática, remeteu-se capítulos do livro didático História do Brasil Império e República perante um levantamento bibliográfico elaborados pela historiografia mais recente. A constatação foi que o livro didático possui vários problemas referentes à sua concepção de história, escolhas historiográficas e construção metodológica em sua totalidade. O caso mais evidente é a abordagem que o livro faz sobre o período do regime militar cuja narrativa destoa significativamente sobre a produção historiográfica mais recente. (CARDOSO, Lucileide, 2011; FICO, 2004; REIS, 2004; TOLEDO, 2004). O segundo momento foi de construir uma teia de relações entre sujeitos que participaram ativamente das aulas de história nos colégios militares. Teoricamente faz-se uma análise de como a produção de fontes orais (ALBERTI, 2004; FALCÃO, 2013; LAVERDI, 2013; PORTELLI, 1997; POZZI, 1997), contribuiu na elaboração de identificação dos usos sociais do conhecimento histórico tendo como referência o conceito de “Didática da História” (BERGMANN, 1990; CARDOSO, Oldimar, 2007; RÜSEN, 2006; SADDI, 2012). Por fim, as entrevistas elaboradas com professores de história e alunos que passaram por unidades do colégio militar revelaram aspectos importantes como ações e práticas de resistência à tradição historiográfica militar; significações sobre o cotidiano escolar repleto de ritos, festividades e cerimônias públicas; e a compreensão intelectual dos professores como representantes do discurso científico em conflito com a cultura histórica disposta no livro História do Brasil Império e República. Trabalhos como os de Pacievicht (2007), Pimenta (1996), Rüsen (2010; 1994) foram fundamentais nessa compreensão. Além dos resultados acima descritos, torna-se importante destacar que o texto apresenta ao mesmo tempo a análise teórica e metodológica da delimitação do estudo da pesquisa e também a própria historicidade do trabalho como algo fundamental na compreensão das características, limites e situações reais enfrentadas durante a jornada de sua elaboração.

<p>The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers’ work experience? </p><p>I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. </p><p>Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. </p><p>The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers. The priorities vary depending on the students that are currently enrolled and their interests are. Teachers with less work experience have a rather negative attitude to the textbook and believe that it can be rigid, while teachers with more experience see it as a tool for engaging the weaker students. However, the history textbook is required, and even the teachers who are not using the history textbook can all confirm that: because even a teacher who is not using it has the history textbook for the students to have something to refer to if needed.</p>

The current state of the social studies classroom comprises one of uninspired students using unexciting textbooks as their guide for learning U.S. history (Hope, 1996; NCES, 1993; Banks, 1990; Wakefield, 2006). With multiple intelligences gaining popularity in education, renewed hope exists for social studies to produce quality textbooks with differentiated instruction to reach all learners. The purpose was to design a rubric for measuring the presence of multiple intelligences structured tasks in teacher's editions of four 11th grade U.S. history textbooks. Using 1995 to 2007 as a purposeful sample of consistent authorships and similar publications, the study looked at teacher's editions of U.S. history textbooks to create a reliable and valid rubric for measuring the presence of multiple intelligences tasks in the teacher's editions of four high school history textbooks. Using this analytical rubric, the researcher analyzed trends of tasks offered in teacher's editions of textbooks to determine whether multiple intelligences tasks were being offered. Findings suggested that teacher's editions do reflect a MI/directive framework over a non-directive framework, with MI/directive tasks appearing much more frequently. However, linguistic/verbal tasks were more likely to appear as the MI/directive task of choice over other categories. Changes were noted in number of tasks found in mid-1990s editions to mid-2000s editions with a decrease in verbal/linguistic and spatial/visual tasks in The Americans. Yet Pathways to the Present saw an increase in spatial/visual tasks. Hence, it is implied that textbook publishers have not embraced MI whole-heartedly and have not met all learner's needs in terms of curriculum design. Furthermore, textbooks authors and publishers need to incorporate more variety in learning tasks to include other categories of multiple intelligences.

published_or_final_version / Education / Master / Master of Education

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No. of bitstreams: 1 elvishannrodrigues.pdf: 2119906 bytes, checksum: f387d6b25397dfa79efcd550da4d3407 (MD5) Previous issue date: 2011-04-01 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação de mestrado tem como tema central o manual escolar História do Brasil, de João Ribeiro. A referida obra foi publicada primeiramente em 1900, destinada aos alunos do Colégio Pedro II. Em 1901, a obra foi dividida em duas versões: a primeira destinada às escolas primárias, e a segunda, destinada aos alunos do ensino científico e das Escolas Normais. Em função do caráter modelar que o Colégio Pedro II tinha em relação aos seus congêneres estaduais, a obra de João Ribeiro tornou-se das mais proeminentes em seu tempo, sendo bastante difundida entre essas escolas. A problemática desenvolvida é a questão da nacionalidade manifesta na obra, a partir dos conceitos de raça e território, articulados em nosso estudo como os pilares da construção da nacionalidade brasileira. Assim, nosso objetivo central é investigar os projetos de nação expressos na obra, isto é, sua formulação sobre a nacionalidade brasileira, e como essa representação é registro de um tempo histórico das ideias, localizado entre o período final da monarquia e o início da Primeira República. A partir dos conceitos de espaço, de experiência e horizonte de expectativa, investigamos na ideia de raça e território, a construção da nacionalidade brasileira expresso em a História do Brasil. Deste modo, compreendemos a obra como expressão dos debates intelectuais de seu tempo, bem como uma interlocutora ativa, que marca a historiografia de sua época, tornandose um contraponto à historiografia inaugurada por Varnhagen, na segunda metade do século XIX. Nosso trabalho aponta duas questões sobre o tempo histórico da obra: o primeiro está expresso pela aceitação das teses racialistas, embora não exclusivamente, como modelos explicativos para o atraso da sociedade brasileira diante do Ocidente civilizado e; a segunda na dimensão moral constituída na raça decaída, a mameluca, expressão da raça nacional brasileira. Dentro da obra, essas duas questões estão subjacentes a um território ocupado ao longo de quatrocentos anos, que garantiria o direito histórico à nação brasileira sobre o território que ocupa. Diante de tal estado social e moral, o horizonte de expectativa apontado por João Ribeiro para aquilo que seria a nação brasileira a longo prazo é de um novo momento de miscigenação da raça mameluca aqui constituída com as novas levas de imigrantes europeus, recorrente no período. Esse movimento regeneraria biologicamente a raça brasileira que, ao mesmo tempo, seria remodelada, através da instrução pública, para a vida civil e política republicana. / This final paper is focused on the textbook História do Brasil written by João Ribeiro. This work was first published in 1900, aimed at students of the Colégio Pedro II. In 1901 his work was divided into two versions: one for primary schools, and the second for students in science and Regular Schools. Depending on the model that the Colégio Pedro II had in relation to their state counterparts, the work of João Ribeiro became the most prominent in his time and was widespread among these schools. The problem developed in his work is the question of nationality, based on the concepts of race and territory, placed in my study, as the cornerstones of the Brazilian nationality. Thus, my main objective is to investigate the project of nation expressed in the book, his formulation on the Brazilian nationality, and how that representation is a long record of historical ideas, located between the last period of the monarchy and the beginning of the First Republic. Through the concepts of space experience and horizon of expectation, I have made a research based on the idea of race and religion – the construction of Brazilian nationality expressed in the History of Brazil. Through this study we can understand João Ribeiro‘s work as an expression of the intellectual debates of his time and as an active speech, which marks the historiography of his epoch, becoming a counterpoint against the history inaugurated by Varnhagen in the second half of the nineteenth century. This paper shows that the historical time in this work is expressed by the acceptance of racialist theories, although not exclusively, as explanatory models for the backwardness of Brazilian society in the face of the civilized West. The other reason is the moral dimension that consists in the fallen race, the Mameluke, the expression of Brazilian national race. Within the book these two dimensions are underlying to the occupied territory for over four hundred years, which would ensure the historic right to the Brazilian nation over the territory it occupies. Faced with such social and moral state, the horizon of expectations pointed by João Ribeiro to what would be the Brazilian nation in the long term, is a new moment of racial admixture between the Mameluke race with the new waves of European immigrants, what frequently happened in the period. This movement would regenerate biologically the Brazilian race, and at the same time, it would be refurbished through public education, for the civil and political life at the Republican regime.

The diploma thesis focuses on didactic and historical analysis of history textbooks used during the Communist totalitarian regime at secondary schools in Czechoslovakia republic between 1948-1989. Goal of this thesis was to find out if there were any changes of historical events interpretation of Classical antiquity in consideration of political development in the country. The theoretical part consists of brief political development and development of education in Czechoslovakia in observed period. The practical part deals with the analysis and the comparison of textbooks from totalitarian and present era with emphasis on didactics and content. I concluded that interpretative texts influenced by the communist ideology were more focused on social problems in contemporary society. Textbooks were also focused on slavery issue, especially their hard life and described passed slave rebellions. This is most obvious in textbooks published in the 1950s. Keywords: history textbooks, antiquity, secondary school, communism, Czechoslovakia, education, 20th century

This Master thesis deals with teaching of history of the Roma people in history lessons. The incorporation of Roma history to the curriculum is supported in the national Framework Program for Elementary Education, primarily through the cross-curricular theme of "Multicultural education". The theoretical part of this thesis consists of a brief summary of Roma history to the extent of what should be part of Elementary Education; history textbooks analysis from the perspective of Roma history; and list of other supportive educational materials. The practical part of this thesis presents a survey that was carried out within a small scale sample of secondary schools. Through the survey the current level of the 9th graders' knowledge about Roma history had been detected and subsequently a demonstrative lesson was delivered and evaluated.