Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-08-01T18:26:46Z No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-02T12:15:44Z (GMT) No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-02T12:15:44Z (GMT). No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study investigates the inclusion of mythical storytelling activities in classrooms connected to history teaching. It examines the didactic innovation as teaching-learning and performance methodology in the classroom. The myth-narrative performances are approached as a vehicle to facilitate learning, making changes in students' thinking about the different concepts of history and mythology. Myth is an important document for the understanding of a society, a period, an ethnic group and the mythical-literary narratives contribute to greater questioning of past-present relationship through impressions, aspirations and experiences of the individuals who coined them and factors that allow us to explain / understand the past. The relevance of the research is the possibility of contributing to studies of history teaching because it allows us to rethink the practice of the historian as researcher / lecturer in an inseparable perspective by effectively contributing to a differentiated, innovative and interdisciplinary approach. / O estudo investiga a inclusão da atividade de contação de histórias míticas em salas de aula ligadas ao ensino de história. Examina a inovação didática como metodologia de ensino-aprendizagem e performance em sala de aula. As performances mito-narrativas são tratadas como um veículo facilitador da aprendizagem, efetuando mudanças no pensamento das/os alunas/os quanto aos diversos conceitos de história e mitologia. O mito é um importante documento para a compreensão de uma sociedade, um período, uma etnia e as narrativas mítico-literárias contribuem para uma maior problematização da relação passado-presente por meio de impressões, anseios e experiências vivenciadas pelos indivíduos que os cunharam e fatores que nos possibilitam explicar/compreender o passado. A relevância da pesquisa se encontra na possibilidade da contribuição aos estudos acerca do ensino de história, pois permite repensar a prática do historiador enquanto pesquisador/docente em uma perspectiva indissociável efetivamente por contribuir com uma metodologia diferenciada, inovadora e interdisciplinar.

1 Abstract This dissertation concludes teaching experience of several years which was dedicated to examining the possibilities of role playing in history teaching. The theoretical part offers an excursion into the area of didactic literature and observes the importance which is attributed to role playing by general teaching methodology, teaching methodology of history, personal and social education as well as drama education. The author focuses especially on recent examples of role playing in history teaching, she comments and interlinks them. The rules and principles for practical usage of role playing in history teaching are provided at the end of the theoretical part. The empirical part describes the progress of two-phase action research realized during the years 2007-2011 at grammar school with four-year study programme. At the beginning of the empirical probe there were two general questions: Can the role playing in history teaching help the development of students' personality? Can the role playing in history teaching help to fulfil the educational goals of history teaching? These were gradually more specified and modified according to the progress of action research. The main subject of interest was observing the students' development in the area of working in groups of different sizes, role playing...