Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-30T18:49:18Z No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) / Made available in DSpace on 2017-10-30T18:49:18Z (GMT). No. of bitstreams: 1 2016 - Carlos Gustavo Costa Moreira.pdf: 1452163 bytes, checksum: 903595d5cfbd9c4c4d9a4e4258180dc5 (MD5) Previous issue date: 2016-10-31 / CAPES / This study aims the development of assessment parameters of historical learning for the curriculum study about History teaching for the 6th grade of elementary school. The 6th grade of basic education consists in a crucial stage of school development, where contents and schooled knowledge start to be increasingly worked in a deepen and complex way. Each area of knowledge starts to receive a specified approach, demanding from the student the progressive learning and familiarity with specific theories and methodologies from each school subject matter even more focused. The teaching-learning process of History in the school, as knowledge and procedure mediated by the scientific treatment, also requires more and more from the student the mobilization of critical and interpretative skills to the understanding conscious of yourself and the world in which it is inserted, enabling that individual act as historical subject and agent of change, individual and collective. As protagonist and mediator of this learning process, the teacher of History has to have clarity of their goals and timing systems and historical thinking modelyzing in the History?s curriculums for this phase. Proposed parameters for the critical evaluation of the contents and practices suggested and produced from official curriculum documents of History teaching for the 6th grade in the city of Rio de Janeiro could assist teachers/historians to develop reflections and practices that have the objective of stimulating in their students a historical learning that provide a historical consciousness critical-genetics. The development of this historic perception of world would allow the full insertion of the individual in society due to its liberating-emancipated ability, forming a consciousness and a tolerant and active praxis. The study is based on theoretical-methodological assumptions about historic learning outlined by J?rn R?sen in his work about theory of the History, in which he dwells on the learning and formation of historical consciousness. Other authors and concepts are deployed throughout the work, with the goal of allowing a broad dialogue about the issues of the curriculum, the teaching and the schooling of History. A comparative study about the National Curriculum Parameters (PCNS) and the Curricular Guidelines of Rio de Janeiro for the teaching of history of the 6th grade has done in order to elaborate proposals for critical evaluation parameters. / O presente trabalho tem por objetivo a elabora??o de par?metros cr?ticos de avalia??o da aprendizagem hist?rica para o estudo curricular sobre ensino de Hist?ria para o 6? ano do ensino fundamental como instrumentos para auxiliar o docente de Hist?ria na an?lise de propostas curriculares preexistentes e na elabora??o de sua pr?pria proposta curricular de aprendizado hist?rico. O 6? ano de escolaridade da educa??o b?sica consiste numa fase crucial do desenvolvimento escolar, onde conte?dos e conhecimentos escolarizados passam a ser trabalhados de forma cada vez mais aprofundada e complexificada. Cada ?rea do conhecimento recebe agora uma abordagem especificada, demandando do aluno o progressivo aprendizado e familiariza??o com teorias e metodologias pr?prias de cada mat?ria escolar de maneira ainda mais focalizada. O processo de ensino ? aprendizagem da Hist?ria escolarizada, como conhecimento e procedimento mediados pelo tratamento cient?fico, igualmente exige cada vez mais do educando a mobiliza??o de capacidades cr?ticas e interpretativas para a compreens?o consciente de si mesmo e do mundo em que est? inserido, possibilitando a esse indiv?duo atuar como sujeito hist?rico e agente de mudan?a, individual e coletiva. Como protagonista e mediador desse processo de aprendizagem, o docente de Hist?ria precisa ter clareza de seus objetivos e dos regimes de sentido de tempo e pensamento hist?ricos modalizados nos curr?culos de Hist?ria para essa fase escolar. Propostas de par?metros para a avalia??o cr?tica dos conte?dos e pr?ticas sugeridos e produzidos a partir de documentos curriculares oficiais de ensino de Hist?ria para o 6? ano na cidade do Rio de Janeiro poderiam auxiliar os professores/historiadores a desenvolver reflex?es e pr?ticas que tenham o objetivo de estimular em seus educandos uma aprendizagem hist?rica que os facultasse a constituir uma consci?ncia hist?rica cr?tico ? gen?tica. O desenvolvimento desta percep??o hist?rica de mundo permitiria a plena inser??o do indiv?duo na sociedade devido a sua capacidade libertadora ? emancipadora, formando uma consci?ncia e uma pr?xis emp?tica (de reconhecimento, respeito e defesa das diferen?as) e ativa. O estudo se baseia em pressupostos te?ricos ? metodol?gicos da aprendizagem hist?rica esbo?ados por J?rn R?sen em sua obra sobre teoria da Hist?ria, onde se debru?a sobre a aprendizagem e forma??o da consci?ncia hist?rica. Outros autores e conceitos s?o mobilizados ao longo do trabalho, com o objetivo de permitir um amplo di?logo sobre as quest?es do campo do curr?culo, da doc?ncia e do ensino de Hist?ria. Realizou - se um estudo comparativo dos Par?metros Curriculares Nacionais (PCNS) e das Orienta??es Curriculares do Munic?pio do Rio de Janeiro para o ensino de Hist?ria do 6? ano com o objetivo de elaborar as propostas de par?metros de avalia??o cr?tica.

Depuis quelques années déjà, la responsabilité de l’éducation à la citoyenneté est principalement confiée à l’enseignement de l’histoire dans le réseau scolaire québécois. Toutefois, aucune étude expérimentale n’a démontré que l’histoire était la matière la plus apte à éduquer à la citoyenneté. Cette recherche vise donc à savoir si les étudiants de niveau collégial transfèrent leurs connaissances historiques dans la résolution d’un problème d'actualité présentant une connotation historique. Le groupe cible de cette recherche est formé de vingt-cinq étudiants de Sciences humaines (ayant des cours d’histoire) et le groupe contrôle est constitué de vingt-cinq étudiants de Science de la nature (n’ayant pas de cours d’histoire). Durant des entrevues semi-dirigées d’une trentaine de minutes, les étudiants avaient à se prononcer sur une entente signée entre les Innus et les gouvernements fédéral et provincial. Une mise en situation leur était présentée préalablement. Il est ressorti peu de différences entre le groupe cible et le groupe contrôle. Ces deux effectifs considérés ensemble, le quart des répondants n’utilisait aucune connaissance historique. Surtout, la variable influençant le plus le transfert des connaissances historiques s’avère être le sexe. Parmi les répondants n’utilisant aucune connaissance historique, il n’y avait qu’un répondant de sexe masculin; et les seuls répondants à avoir utilisé les connaissances conditionnelles étaient tous de sexe masculin. C’est donc dire que le système scolaire québécois ne favoriserait pas suffisamment le transfert des connaissances historiques dans l’analyse de situations actuelles. / For the last few years, citizenship education in Quebec schools has been part of the history curriculum. However, this decision is not based on any experimental studies that would have shown history to be the topic best suited to the teaching of citizenship education. The objective of this research is to find out if college level students transfer their historical knowledge to use it in solving present day problems presenting an historical perspective. The target group of this research consists of twenty-five Social Science students (taking a history course) and the zero-group is made up of twenty-five Science students (not having a history course). During the semistructured thirty-minute interviews, students were asked to give their opinion on a treaty signed between the Innu and the two levels of government. A situation scenario was obviously presented to them beforehand. The outcome showed little difference between the target group and the zero-group. Moreover, when both groups were considered together, a quarter of respondents did not use any historical knowledge. Furthermore, the most influential variable in the transfer of historical knowledge proved to be gender. Amongst respondents using no historical knowledge, there was only one male respondent ; the respondents having used conditional knowledge were all males. It is to say that the Quebec school system does not foster the transfer of historical knowledge sufficiently in regard to the analysis of present day situations.

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Cette thèse s’intéresse aux effets de la conscience historique sur les négociations de l’ethnicité et la structuration des frontières intergroupes chez les enseignants d’histoire nationale au Québec. L’ambiguïté de dominance ethnique entre Francophones et Anglophones contextualise la façon dont les enseignants de ces groupes historicisent les significations du passé pour se connaître et s’orienter « ethniquement. » Selon leurs constructions des réalités intergroupes, ils peuvent promouvoir la compréhension intergroupe ou préserver une coexistence rigide. Le premier article théorise comment les capacités à historiciser le passé, ou à générer des formes de vie morales pour une orientation temporelle, soutiennent la construction de l’ethnicité. En développant un répertoire des tendances de conscience historique parallèles et égales afin de comprendre les fluctuations dans le maintien des frontières ethniques, l’article souligne l’importance de la volonté à reconnaître l’agentivité morale et historique des humains à rendre les frontières plus perméables. Le deuxième article discute d’une étude sur les attitudes intergroupes et les traitements mutuels entre des enseignants d’histoire Francophones et Anglophones. Alors que la plupart des répondants francophones sont indifférents aux réalités sociales et expériences historiques des Anglo-québécois, tous les répondants anglophones en sont conscients et enseignent celles des Franco-québécois. Cette divergence implique une dissemblance dans la manière dont les relations intergroupes passées sont historicisées. La non-reconnaissance de l’agentivité morale et historique des Anglo-québécois peut expliquer l’indifférence des répondants francophones. Le dernier article présente une étude sur la conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois. En mettant le répertoire de conscience historique développé à l’épreuve, l’étude se concentre sur la manière dont les répondants historicisent le changement temporel dans leurs négociations de l’ethnicité et leurs structurations des frontières. Tandis que leurs opinions sur l’« histoire » et leurs historicisations des contextes différents les amènent à renforcer des différences ethnoculturelles et à ne pas reconnaître l’agentivité morale et historique de l’Autre, presque la moitié des répondants démontre une ouverture à apprendre et transmettre les réalités et expériences anglo-québécoises. La dépendance sur les visions historiques préétablies pour construire les réalités intergroupes souligne néanmoins l’exclusion de ce dernier groupe dans le développement d’une identité nationale. / This three-article thesis looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among national history teachers in Quebec. The province’s ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec’s parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. Depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The first article theorizes how social actors’ differing capacities to historicize the past, or to generate moral life patterns for temporal orientation, underlie their negotiations of ethnicity and agency toward the “significant Other.” By developing a repertory of parallel and equal tendencies of historical consciousness for grasping fluctuations in ethnic boundary maintenance, the article moreover argues how social actors’ willingness to recognize human moral and historical agency is central to group boundary porosity. The second article discusses the findings of an exploratory study conducted on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal national history classrooms. Whereas most Francophone respondents are indifferent to Anglo-Québécois social realities and historical experiences, all Anglophone ones know and transmit those of the Franco-Québécois to their students. Mirroring each group’s sociological status, this divergence implies a dissimilarity in how past inter-group relations are historicized. Possible non-recognition of Anglo-Québécois moral and historical agency moreover explains the prevalent indifference among Francophone respondents. The last article touches upon an in-depth study conducted on Francophone national history teachers’ historical consciousness of the Anglo-Québécois. By testing my aforementioned repertory, the study analyzed how respondents historicize temporal change when negotiating ethnicity and structuring group boundaries. While their views on “history” and their historicizing of different thematic contexts overwhelmingly lead respondents to reinforce ethno-cultural differences and to not recognize human moral and historical agency, half of them nonetheless demonstrate openness to learning about and transmitting Anglo-Québécois social realities and historical experiences. Despite such willingness, reliance on pre-established historical visions for constructing inter-group realities nevertheless highlights the exclusion of the latter when respondents set out to develop a national identity among students.

Contemporary Italian philosopher, Gianni Vattimo (1991), has described ‘the end of history’ as a motif of our times. While neo-liberal conservatives such as Francis Fukuyama (1992) celebrated triumphantly, and perhaps rather prematurely after the fall of the Berlin Wall, ‘the end of history’ in the ‘inevitable’ global acceptance of the ideologies of free market capitalism and liberal democracy, methodological postmodernists (including Barthes, Derrida, Baudrillard, Lyotard, and Foucault), mobilised ‘the end of history’ throughout the later half of the twentieth century as a symbol of a crisis of confidence in the discourse of modernity, and its realist epistemologies. This loss of faith in the adequacy of representation has been seen by many positivist and empiricist historians as a threat to the discipline of history, with its desire to recover and reconstruct ����the truth���� of the past. It is argued by defenders of ‘traditional’ history (from Appleby, Hunt, & Jacob, 1994; R. J. Evans, 1997; Marwick, 2001; and Windschuttle, 1996; to Zagorin, 1999), and some postmodernists (most notably, Jenkins, 1999), that if we accept postmodern social theory, historical research and writing will become untenable. This study re-examines the nature of the alleged ‘threat’ to history posed by postmodernism, and explores the implications of postmodern social theory for History as curriculum. Situated within a broadly-conceived critical-reconceptualist trend in curriculum inquiry, and deploying a form of historically and philosophically oriented ‘deconstructive hermeneutics’, the study explores past attempts to mount, and future possibilities for, a curricular response to the problem of historical representation. The analysis begins with an investigation of ‘end of history’ discourse in contemporary theory. It then proceeds through a critical exploration of the social meliorist changes to, and cultural politics surrounding, the History curriculum in New South Wales (NSW), Australia, from the Bicentennial to the Millennium (1988-2000), a period that marked curriculum as a site of contestation in a series of highly public ‘history wars’ over representations of the nation’s past (Macintyre & Clark, 2003). It concludes with a discussion of the missed opportunities for ‘critical practice’ within the NSW History curriculum. Synthesising insights into the ‘nature of history’ derived from contemporary academic debate, it is argued that what has remained uncontested in the struggle for ‘critical histories’ during the period under study, are the representational practices of history itself. The study closes with an assessment of the (im)possibility of History curriculum after ‘the end of history’. I argue that if History curriculum is to be a critical/transformative enterprise, then it must attend to the problem of historical representation. / PhD Doctorate

Cette thèse s’intéresse aux effets de la conscience historique sur les négociations de l’ethnicité et la structuration des frontières intergroupes chez les enseignants d’histoire nationale au Québec. L’ambiguïté de dominance ethnique entre Francophones et Anglophones contextualise la façon dont les enseignants de ces groupes historicisent les significations du passé pour se connaître et s’orienter « ethniquement. » Selon leurs constructions des réalités intergroupes, ils peuvent promouvoir la compréhension intergroupe ou préserver une coexistence rigide. Le premier article théorise comment les capacités à historiciser le passé, ou à générer des formes de vie morales pour une orientation temporelle, soutiennent la construction de l’ethnicité. En développant un répertoire des tendances de conscience historique parallèles et égales afin de comprendre les fluctuations dans le maintien des frontières ethniques, l’article souligne l’importance de la volonté à reconnaître l’agentivité morale et historique des humains à rendre les frontières plus perméables. Le deuxième article discute d’une étude sur les attitudes intergroupes et les traitements mutuels entre des enseignants d’histoire Francophones et Anglophones. Alors que la plupart des répondants francophones sont indifférents aux réalités sociales et expériences historiques des Anglo-québécois, tous les répondants anglophones en sont conscients et enseignent celles des Franco-québécois. Cette divergence implique une dissemblance dans la manière dont les relations intergroupes passées sont historicisées. La non-reconnaissance de l’agentivité morale et historique des Anglo-québécois peut expliquer l’indifférence des répondants francophones. Le dernier article présente une étude sur la conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois. En mettant le répertoire de conscience historique développé à l’épreuve, l’étude se concentre sur la manière dont les répondants historicisent le changement temporel dans leurs négociations de l’ethnicité et leurs structurations des frontières. Tandis que leurs opinions sur l’« histoire » et leurs historicisations des contextes différents les amènent à renforcer des différences ethnoculturelles et à ne pas reconnaître l’agentivité morale et historique de l’Autre, presque la moitié des répondants démontre une ouverture à apprendre et transmettre les réalités et expériences anglo-québécoises. La dépendance sur les visions historiques préétablies pour construire les réalités intergroupes souligne néanmoins l’exclusion de ce dernier groupe dans le développement d’une identité nationale. / This three-article thesis looks at the effects of historical consciousness on the negotiation of ethnicity and the structuring of group boundaries among national history teachers in Quebec. The province’s ambiguous ethnic dominance between Francophones and Anglophones sets the stage for revealing how teachers from Quebec’s parallel history classrooms historicize meanings of the past for ethno-cultural awareness and agency. Depending on how inter-group realities are constructed, these educators can either promote inter-group comprehension or preserve rigid co-existence. The first article theorizes how social actors’ differing capacities to historicize the past, or to generate moral life patterns for temporal orientation, underlie their negotiations of ethnicity and agency toward the “significant Other.” By developing a repertory of parallel and equal tendencies of historical consciousness for grasping fluctuations in ethnic boundary maintenance, the article moreover argues how social actors’ willingness to recognize human moral and historical agency is central to group boundary porosity. The second article discusses the findings of an exploratory study conducted on inter-group attitudes and mutual in-class treatments between Francophone and Anglophone educators in Montreal national history classrooms. Whereas most Francophone respondents are indifferent to Anglo-Québécois social realities and historical experiences, all Anglophone ones know and transmit those of the Franco-Québécois to their students. Mirroring each group’s sociological status, this divergence implies a dissimilarity in how past inter-group relations are historicized. Possible non-recognition of Anglo-Québécois moral and historical agency moreover explains the prevalent indifference among Francophone respondents. The last article touches upon an in-depth study conducted on Francophone national history teachers’ historical consciousness of the Anglo-Québécois. By testing my aforementioned repertory, the study analyzed how respondents historicize temporal change when negotiating ethnicity and structuring group boundaries. While their views on “history” and their historicizing of different thematic contexts overwhelmingly lead respondents to reinforce ethno-cultural differences and to not recognize human moral and historical agency, half of them nonetheless demonstrate openness to learning about and transmitting Anglo-Québécois social realities and historical experiences. Despite such willingness, reliance on pre-established historical visions for constructing inter-group realities nevertheless highlights the exclusion of the latter when respondents set out to develop a national identity among students.

No description available.