Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 121-130). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71576.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation has as object the didactic writing of History for children and objective to describe and to analyze the attributes of this writing - how much to its function, structure and form - in the experience of João Ribeiro. Of this form, the books History of Brazil - Superior Course (1900) and History of Brazil (Rudiments of) - Primary Course (1912), principal sources of this work, were analyzed on the basis of the method of content analysis. With intention to trace the profile of the work for the childhood, we analyze editions comparatively and in we ask them: who makes History? Where the Brazilian experience passes off? How divided was the time? Which is the form of adopted exhibition? Which the dimension and type of text? How is the plot organized in the level of focuses narrative? When comparing the two versions, the results demonstrate that modifications were accomplished in the composition of the historical writing for the childhood, although the common content the two works not to have suffered significant changes. Thus, in the didactic writing of History for children, in João Ribeiro, the amount of propagated substance is reduced, the passed one is worked as dependant of the individual wills, the experience of the cities, States and regions dominate the historical plot, the subjects are followed in sequence chronological with marked periodization for the experience of the politician, the form of historical explanation are predominantly narrative, the argument if structure in paragraphs with short periods and the impersonal way is the main one focuses narrative. / Esta dissertação tem como objeto a escrita didática da História para crianças e por objetivo descrever e analisar os atributos dessa escrita - quanto à sua função, estrutura e forma na experiência de João Ribeiro. Dessa forma, os livros História do Brasil - Curso Superior (1900) e História do Brasil (Rudimentos de) - Curso Primário (1912), fontes principais deste trabalho, foram analisados com base no método de análise de conteúdo. Com o intuito de traçar o perfil da obra para a infância, analisamos comparativamente as edições e nos perguntamos: quem faz a História? Onde se desenrola a experiência brasileira? Como ela está periodizada? Qual é a forma de exposição adotada? Qual a dimensão e tipo de texto? Como o enredo se organiza no nível do foco narrativo? Ao compararmos as duas versões, os resultados demonstram que alterações foram realizadas na composição da escrita histórica para a infância, apesar do conteúdo comum as duas obras não ter sofrido mudanças significativas. Assim, na escrita didática da História para crianças, em João Ribeiro, a quantidade de matéria veiculada é reduzida, o passado é trabalhado como dependente das vontades individuais, a experiência dos municípios, Estados e regiões dominam a trama histórica, os assuntos seguem-se em ordem cronológica com periodização marcada pela experiência do político, a forma de explicação histórica é predominantemente narrativa, a argumentação se estrutura em parágrafos com períodos curtos e o modo impessoal é o principal foco narrativo.

99 Summary The topic of this Diploma thesis focuses on Fictionalization of History in History Teaching. This area is closely connected with Eduard Štorch. Eduard Štorch was an amateur archaeologist, a very good writer and an undervalued teacher. Based on topics which he drew from a variety of archaeological research projects he created and wrote adventure stories which can be classified as somewhere between fiction and popular science stories in which he described oldest periods of Czech history. His books are still recognised today as the very best of their kind and they have been translated into a number of foreign languages. As a teacher, Štorch did his utmost to improve children's education. At his own expense and almost single-handedly he built a "Children's Farm" on Libeňský ostrov in Prague. It was meant as a place for educating children not only inside a classroom but also in the middle of nature. Children from other schools in Prague were encouraged to use the outdoors facilities there in their free time as well. Eduard Štorch tried to promote and enforce changes in the teaching of all school subjects but concentrated on the teaching of history. For this purpose he published several books such as "The Reform of the History Taught at Schools" (Reforma školního dějepisu; 1905), "The New History"...