Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-13T12:02:27Z No. of bitstreams: 1 AntoniaBatistaMarques_TESE.pdf: 2214987 bytes, checksum: 501cd1812f9d72b074c12cea9deb4cdc (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2016-01-13T12:17:30Z (GMT) No. of bitstreams: 1 AntoniaBatistaMarques_TESE.pdf: 2214987 bytes, checksum: 501cd1812f9d72b074c12cea9deb4cdc (MD5) / Made available in DSpace on 2016-01-13T12:17:30Z (GMT). No. of bitstreams: 1 AntoniaBatistaMarques_TESE.pdf: 2214987 bytes, checksum: 501cd1812f9d72b074c12cea9deb4cdc (MD5) Previous issue date: 2014-02-27 / A discuss?o sobre explica??o no conhecimento vem sendo feita h? d?cadas. Neste percurso, apresentam-se diferentes formas de entendimento sobre o que ? explicar a hist?ria: a primitiva descri??o etnogr?fica, a cronista, a constru??o positivista de uma ci?ncia hist?rica e a historiogr?fica da segunda metade do s?culo XX. Nos dias atuais, essa discuss?o precisa ser continuada tanto no marco geral da pr?tica cient?fica quanto no ?mbito das institui??es escolares como habilidade cognitivo-lingu?stica. O foco da nossa pesquisa est? na segunda abordagem. A forma??o de habilidades, entre elas, a de explicar, vem sendo estudada por autores como: (N??EZ, 2012; JORBA et al, 2000; SANMART? e IZQUIERDO, 2000). Esta pesquisa teve como objetivo geral: estudar os processos da forma??o da habilidade de explicar Revolu??o Social nas aulas de Hist?ria no Ensino M?dio, segundo a opini?o dos professores e conforme o conte?do dessa tem?tica nos livros did?ticos de Hist?ria, a fim de subsidiar a forma??o continuada de professores de Hist?ria no Ensino M?dio. A pesquisa de natureza qualitativa privilegiou como instrumentos de coleta de dados o protocolo para an?lise dos livros, elaborado para esse estudo, e a entrevista com os professores. Para isso, foram utilizadas as t?cnicas de an?lise de conte?do e do discurso referenciadas, respectivamente, em Bardin e Orlandi. No primeiro momento, os instrumentos para a coleta de dados foram elaborados e validados, enquanto no segundo, os dados foram coletados, organizados e analisados. A partir das respostas ?s quest?es de estudo os resultados apontam que: a) quanto aos livros analisados - n?o expressam o trabalho com a defini??o do conceito de Revolu??o Social, considerando os processos para a forma??o dessa defini??o; o tipo de explica??o predominante tem caracter?sticas da multicausalidade; as propostas para o ensino se caracterizam como ecl?ticas; b) quanto ao discurso dos professores - ? importante os alunos saberem a defini??o do conceito de Revolu??o Social; a habilidade de explicar est? mais ligada ? explica??o did?tica na sala de aula do que ? explica??o no sentido epistemol?gico. Estes resultados sinalizam que a forma??o da habilidade de explicar Revolu??o Social com base no enfoque Hist?rico-Cultural, n?o est? expressa nos livros analisados, mas que eles podem servir como importante recurso did?tico para este fim. O discurso dos professores apresenta um potencial que sinaliza para a possibilidade da organiza??o do processo de ensino e aprendizagem, pautado na forma??o ou atualiza??o da habilidade de explicar a partir da teoria de forma??o das a??es mentais e dos conceitos de P.Ya. Galperin. Com esse prop?sito, a pesquisa se constitui numa contribui??o para subsidiar a forma??o continuada de professores de Hist?ria no Ensino M?dio. / The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of a historical science and historiography of the second half of twentieth century. Nowadays this discussion needs to be continued both in the general framework of scientific practice as within educational institutions as cognitive - linguistic ability. The focus of our research is by the second approach, which is the explanation as cognitive - linguistic ability. The formation of skills, among them, the explaining one, has been studied by the authors as: (N??EZ 2012; JORBA et al, 2000; SANMART? and IZQUIERDO 2000). This research had as general purpose: to study the processes of formation of the ability to explain social revolution in history classes in high school, by teachers opinion and by content as this theme among history books, in order to support the continuing education of history teachers for high school. Th e qualitative based research used instruments of data collection and analysis protocol for the books prepared for this study, and interviews with teachers. For this, the techniques of content analysis and discourse referenced in Bardin and Orlandi , respec tively were used. At first, the instruments for data collection were developed and validated, while in the second, the data were collected, organized and analyzed. From the answers to the questions of the study results shows that: a) in the analyzed books - do not express the work with the definition of Social Revolution, considering the processes for the formation of this definition, the predominant type of explanation has characteristics of multicausality; proposals for teaching are characterized as eclec tic; b) while teachers speech - it is important the students know the definition of Social Revolution, the ability to explain is more linked to didactic explanation in the classroom than the explanation through epistemological sense. These results indicate that the formation of the ability to explain Social Revolution based in Cultural History approach, are not expressed in the analyzed books, but they can serve as an important resource for this purpose. The discourse of teachers has a potential pointing to the possibility of teaching organization and learning process, based on training or upgrading the explanation skill from the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this purpose, the research constitutes a contri bution to support the continued education of history teachers in high school.