This essay is a case study based on two sources of empirical data, qualitative interviews and responses from a questionnaire, which examines upper secondary school students’ attitudes to history teaching in a museum context. The students’ answers are further analyzed in relation to the concept of historical consciousness. Thus, history teaching in the museum, from a student perspective, and the students’ capacity of expressing a historical consciousness in their answers, constitute the core of this essay. The motive for a case study like this, is the emphasis of historical consciousness in the course syllabus as well as the emphasis of cooperation between different educational institutions in the goverment’s goals of cultural politics. My study shows, that a majority of the students appreciate the museum as a learning context, they define it as an entertaining but also as an informative, involving and including milieu. The study further shows, that the students have difficulties expressing a historical consciousness, but also the complexity of the concept itself and the problems to identify and “measure” it. My conclusion is, that in order to stimulate an interest and understanding for the history subject – and perhaps even a historical consciousness – it is important that history as a school subject, is not confined within the four walls of a classroom, but is learnt and experienced through and within the center of our daily lifes.

Abstract: According to the curriculum of the Swedish school the pupils should develop their historical consciousness. The aim of this study was to find out which pupils develop this consciousness by listing to an historical novel, talking about that book and writing stories. The study went on for four weeks and the subject of the teaching was the Middle Ages. 28 pupils took part and a variety of methods were used: 1: questionnaire about the lives of the pupils, 2: Making observations of their attitude to the teaching and 3: story writing. The results show that the social background does not influence the development of an historical consciousness. Pupils who wrote diaries, spoke many languages and were interested in history, they had already or could more easily develop one. It is not sure that this depends on the cultural capital, which includes many different parts. Therefore there could still be a connection, this, however, has not been confirmed in this study. It is also shown that pupils who lived in the countryside already had an historical consciousness or could more easily develop one. It is difficult to explain the reasons for this influence.

This study focuses on the way in which Willem Boshoff aesthetically con-cretized the historical memories of Afrikaners and their influence on their notion of power and identity formation. For this purpose a selection was made of Boshoff’s language-based conceptual installations. During the colonial and apartheid eras South Africa had a long history, which was characterized by people in power who encountered other population groups from a vantage point of superiority implying subjection. This implied that the particular in-terests of the people in power were generalized across the whole of society and imposed on all population groups as generalized interests. Where the in-dividual interests did not correspond to the general interests of society in its totality, the interests of the individual were negated and ignored. It can there-fore be stated that the utopia of those in power became the proverbial hell of the other. The study emanates from Ricoeur’s plea for a critical and imaginative en-counter with history so that other perspectives on traumatic events can be developed. Such an approach creates the possibility of opening up the unreal-ized promises of the past for the present and leading to the future. It further proceeds from the assumption that if we are faithful to the past, we will also be faithful to “the more” of the past or that which transcends the past. My ap-proach is in line with that of Verbeeck, who – tying in with Ricoeur – ad-vocated an anachronistic encounter with and interpretation of history. What is meant by aesthetic concretization in this study is that Willem Boshoff conceptually expresses his artistic interpretation and visual manifestation of philosophical ideas on Afrikaners’ memories of power and identity. He makes real (real-ises) and gives shape to these philosophical ideas. For this purpose three dates in the historical narratives of Afrikaners were selected, which had an important impact on Afrikaners’ notions of power and identity formation: 31 May 1902 –The end of the Anglo-Boer War and the demise of the Boer Republics and the freedom of Afrikaners; 31 May 1961 – The formation of the Republic of South Africa under the leadership of the National Party, and 27 April 1994 – The first democratic elections in South Africa, and the Afrikaners’ total loss of power. The reading and interpretation of Boshoff’s installations were undertaken with-in the framework of Adorno’s dialectical distinction in his aesthetic theory be-tween the Inhalt and the Gehalt of works of art. Adorno regards everything that appears in the work of art, viz. everything that the artist gives form to, as Inhalt [content]. Gehalt, on the other hand, refers to the truth content of works of art, which according to him resides in the specific negation [German: bestimmte Negation] of the untruth of an inhuman society. For Adorno bestimmte Negation signifies a break both with that which exists [in other words a negation of the predominance of a false reality] and with the continuity between the present and the future [the salvation of the moment or element which holds promise of something, which goes beyond that which exists, and refers to something better]. In Adorno’s view works of art are tho-roughly historically determined. According to Adorno the history of society is sedimented in the material, the constellations and the form elements of works of art. What is meant by this is that the artistic material which an artist [in this study Boshoff] utilizes, is not only words, pigments, or rock, but is everything that is pre-formed by history that the artist uses. Because history sediments in the material and because the material of a work of art is taken from reality, but in a fragmented fashion, the work of art becomes a monad – that is auto-nomous and windowless, because the work of art, apparantly, has no links to or relationships with recognizable reality or with other works of art. I argue that the exposé of the memories of Afrikaners of cultural and political domination, with historical narratives as a source, and the influence of these on their visions of power and identity, offers a framework for the reading and interpretation of selected installations. In these selected installations, Boshoff offers immanent criticism of the above unequal power relations and con-comitant views of identity. Through striving for the harmonious and the good as ethical and aesthetic principles in his installations focused on social inter-action, he makes a contribution to the creation of a more humanitarian society. / Thesis (PhD (Art History))--North-West University, Potchefstroom Campus, 2012

This study focuses on the way in which Willem Boshoff aesthetically con-cretized the historical memories of Afrikaners and their influence on their notion of power and identity formation. For this purpose a selection was made of Boshoff’s language-based conceptual installations. During the colonial and apartheid eras South Africa had a long history, which was characterized by people in power who encountered other population groups from a vantage point of superiority implying subjection. This implied that the particular in-terests of the people in power were generalized across the whole of society and imposed on all population groups as generalized interests. Where the in-dividual interests did not correspond to the general interests of society in its totality, the interests of the individual were negated and ignored. It can there-fore be stated that the utopia of those in power became the proverbial hell of the other. The study emanates from Ricoeur’s plea for a critical and imaginative en-counter with history so that other perspectives on traumatic events can be developed. Such an approach creates the possibility of opening up the unreal-ized promises of the past for the present and leading to the future. It further proceeds from the assumption that if we are faithful to the past, we will also be faithful to “the more” of the past or that which transcends the past. My ap-proach is in line with that of Verbeeck, who – tying in with Ricoeur – ad-vocated an anachronistic encounter with and interpretation of history. What is meant by aesthetic concretization in this study is that Willem Boshoff conceptually expresses his artistic interpretation and visual manifestation of philosophical ideas on Afrikaners’ memories of power and identity. He makes real (real-ises) and gives shape to these philosophical ideas. For this purpose three dates in the historical narratives of Afrikaners were selected, which had an important impact on Afrikaners’ notions of power and identity formation: 31 May 1902 –The end of the Anglo-Boer War and the demise of the Boer Republics and the freedom of Afrikaners; 31 May 1961 – The formation of the Republic of South Africa under the leadership of the National Party, and 27 April 1994 – The first democratic elections in South Africa, and the Afrikaners’ total loss of power. The reading and interpretation of Boshoff’s installations were undertaken with-in the framework of Adorno’s dialectical distinction in his aesthetic theory be-tween the Inhalt and the Gehalt of works of art. Adorno regards everything that appears in the work of art, viz. everything that the artist gives form to, as Inhalt [content]. Gehalt, on the other hand, refers to the truth content of works of art, which according to him resides in the specific negation [German: bestimmte Negation] of the untruth of an inhuman society. For Adorno bestimmte Negation signifies a break both with that which exists [in other words a negation of the predominance of a false reality] and with the continuity between the present and the future [the salvation of the moment or element which holds promise of something, which goes beyond that which exists, and refers to something better]. In Adorno’s view works of art are tho-roughly historically determined. According to Adorno the history of society is sedimented in the material, the constellations and the form elements of works of art. What is meant by this is that the artistic material which an artist [in this study Boshoff] utilizes, is not only words, pigments, or rock, but is everything that is pre-formed by history that the artist uses. Because history sediments in the material and because the material of a work of art is taken from reality, but in a fragmented fashion, the work of art becomes a monad – that is auto-nomous and windowless, because the work of art, apparantly, has no links to or relationships with recognizable reality or with other works of art. I argue that the exposé of the memories of Afrikaners of cultural and political domination, with historical narratives as a source, and the influence of these on their visions of power and identity, offers a framework for the reading and interpretation of selected installations. In these selected installations, Boshoff offers immanent criticism of the above unequal power relations and con-comitant views of identity. Through striving for the harmonious and the good as ethical and aesthetic principles in his installations focused on social inter-action, he makes a contribution to the creation of a more humanitarian society. / Thesis (PhD (Art History))--North-West University, Potchefstroom Campus, 2012

Historical consciousness can be regarded as the impact of our interpretations of our past has on our understanding of the present and expectations of the future. It also defines the researchproblems this paper focuses on; that research shows how history education mainly instills a past perspective and how influential textbooks are in shaping the schools' history education. The purpose of this paper is to extrapolate from these subjects and through qualitative textual analysis examine historical consciousness in two textbooks for primary school. Historical consciousness has been operationalized around three categories in this paper: Identity Values Narrative The results of the analysis shows that both books centers around the perceived Swedish culture through a perspective of Swedish heritage and a thorough critique can be made on the implicitexclusion of pupils with non-Swedish heritage. The results of the analysis also points at the lackof explicit expressions with regards to the future in the textbooks.

There are many definitions of historical consciousness. This essay uses the definition where the focus is on the ability to see connections between past, present and future. The aim of the essay was to design two different teaching methods to use when teaching about historical consciousness and to explore how they affect the students’ performances at the examination. The analysis was also open to discuss in what way other factors can have affected the results of the experiment. For this reason, the study has an experimental design. Two classes where taught using two different teaching methods and were later tested on their ability to see and explain connections between past, present and future. The first method is the more traditional teaching method consisting of lectures and the other method is based on variation theory and consists mostly of group discussions. The experiment was done twice so that each class was able to try both teaching methods. The results showed that the teaching method does not affect the students’ performances to any great extent. It did show, though, that the more traditional teaching method could lead to greater variation in the contents of the students’ answers but to less variation between Rüsen’s four types of historical consciousness. Furthermore, the results showed that one of the other main factors that affect students’ performances could be the historical period that the students are working with and are tested on. However, these results would need further studies to confirm whether this is in fact the case. / Det finns många olika definitioner av historiemedvetande. Denna undersökning utgår från definitionen som fokuserar på förmågan att se kopplingar mellan dåtid, nutid och framtid. Syftet med uppsatsen var att designa två olika undervisningsmetoder och utföra ett experiment för att undersöka hur elevers prestationer påverkas vid ett examinerande moment som testar deras förmåga att uttrycka sitt historiemedvetande. Analysen av studien var även öppen för att diskutera hur andra faktorer kan ha påverkat utfallet av experimentet. Studien har därför en experimentell design. Två klasser undervisades med hjälp av två olika undervisningsmetoder och deras förmåga att se och förklara kopplingar mellan dåtid, nutid och framtid testades sedan på ett examinerande moment. Den första metoden är den mer traditionella undervisningsmetoden som framförallt innefattar genomgångar medan den andra metoden är baserad på variationsteorin och främst består av gruppdiskussioner. Experimentet gjordes två gånger så att båda klasserna hade möjlighet att prova båda undervisningsmetoder. Resultatet visade att undervisningsmetoden inte hade någon avgörande påverkan på elevernas prestationer. Det visade dock att den mer traditionella undervisningen skulle kunna leda till en större innehållsmässig variation i elevernas svar men också till mindre variation mellan vilken av Rüsens fyra typer av historiemedvetande som svaret utgår från. Vidare visade resultatet att den andra största faktorn som påverkar elevernas prestationer kan vara det faktamässiga innehållet, med andra ord den historiska tidsepoken, som arbetsområdet behandlar och som eleverna därmed också testas på. Fler studier skulle dock behöva utföras för att bekräfta dessa resultat.

Made available in DSpace on 2016-12-08T16:59:54Z (GMT). No. of bitstreams: 1 113602.pdf: 1033989 bytes, checksum: 035c56947b6a53e6f15a6f72ab8f4324 (MD5) Previous issue date: 2013-03-12 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Through the images one can learn history. This premise serves as argument to my research that is buoyed by two aspects: prescription and practice. Through research of textbooks, manuals prescriptive to teachers and National Curriculum sought to identify how they communicate with their recipients on cinema in the teaching of history. Of prescriptive manuals found on the path of research deserve mention those produced by Jonathan Serrano and Mark Napolitano. Scholars who, at different times, but with similar intentions, devoted themselves to think of the potential associated with the use of cinema history teaching. Beyond prescription, sought to assess the practice of teachers on the teaching of history, associated with the film, through oral interviews. These statements, each with their specific brought to the scene personally identifiable information habits, methods and routines in the classroom. The structure of the schools, the interference of the school community and the preferences of teachers formed a framework through which I developed my writing. These are the vectors that guide my study, on which they will structure the following pages. / Por meio das imagens é possível aprender História. Esta premissa serve de argumento para minha pesquisa que é balizada por dois aspectos: prescrição e prática. Através da investigação de manuais escolares, manuais prescritivos dirigidos aos professores e dos Parâmetros Curriculares Nacionais busquei identificar de que maneira estes se comunicam com seus destinatários sobre o cinema no ensino de História. Dos manuais prescritivos encontrados no trajeto de pesquisa merecem destaque os produzidos por Jonatas Serrano e Marcos Napolitano. Estudiosos que, em períodos diferentes, porém com intenções semelhantes, dedicaram-se a pensar as potencialidades do uso do cinema associado ao ensino de História. Para além da prescrição, busquei aferir a prática de professores sobre o ensino de História, associado ao cinema, por intermédio de entrevistas orais. Estes depoimentos, cada um com suas especificidades trouxeram à cena informações capazes de identificar hábitos, métodos e rotinas em sala de aula. A estrutura das escolas, a interferência da comunidade escola e as preferências dos professores formaram um arcabouço por meio do qual desenvolvi minha escrita. Estes são os vetores que norteiam meu estudo, sobre os quais se estruturarão as páginas a seguir.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-08-16T14:57:57Z No. of bitstreams: 2 Dissertação - Sandra Cristina Macedo Silva - 2018.pdf: 10380619 bytes, checksum: 473f41f8519cc18f96df4be8a87b727a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Não é tese, mude no início e olhe a citação: Tese (Mestrado em História) - Universidade Federal de Goiás, Catalão, 2018. on 2018-08-17T11:25:18Z (GMT) / Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-08-17T12:44:36Z No. of bitstreams: 2 Dissertação - Sandra Cristina Macedo Silva - 2018.pdf: 10380619 bytes, checksum: 473f41f8519cc18f96df4be8a87b727a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-08-20T10:45:41Z (GMT) No. of bitstreams: 2 Dissertação - Sandra Cristina Macedo Silva - 2018.pdf: 10380619 bytes, checksum: 473f41f8519cc18f96df4be8a87b727a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-20T10:45:41Z (GMT). No. of bitstreams: 2 Dissertação - Sandra Cristina Macedo Silva - 2018.pdf: 10380619 bytes, checksum: 473f41f8519cc18f96df4be8a87b727a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-14 / The research aims to understand the specificities and interlocutions existing between the different types of knowledge and historical knowledge, about the ethnic-racial conscience in the school every day. In this perspective the research was carried out with teachers and students of a state public institution of Elementary and Middle School, located in the city of Tupaciguara-MG. From the observed reality, the work presents aspects related to the local history in which the black population of Tupaciguara is inserted. In this way, I try to correlate the situations experienced by the blacks in the city, to the knowledge and knowledge of the young people enrolled in the research. We opted for qualitative research. For this analysis a bibliographical survey was carried out, as well as the collection of data in the IBGE about the Tupaciguarian population. We also analyzed the records of school documentation, specifically the Political Pedagogical Project, as well as the documents pertinent to the implementation of Law 10639/03. The reflections presented here reveal that the theme of racial relations existing in various societal spaces is still neglected. In general, the considerations pointed out by both students and teachers indicate the mismatch between law 10639/03 and the reality experienced in the school space. On the other hand, the students signaled in their narrative side as that point to the permanence of a traditional historical consciousness present in discriminatory practices and discourses, both inside and outside the educational scope. / A pesquisa tem como objetivo compreender as especificidades e interlocuções existentes entre os diferentes tipos de conhecimentos e saberes históricos, acerca da consciência étnico-racial no cotidiano escolar. Nessa perspectiva a pesquisa foi realizada com professores e alunos de uma instituição pública estadual de Ensino Fundamental e Médio, situada na cidade de Tupaciguara- MG. A partir da realidade observada, o trabalho apresenta aspectos relacionados à história local na qual está inserida a população negra de Tupaciguara. Nesse caminho, procuro correlacionar as situações vivenciadas pelos negros na cidade, aos saberes e conhecimentos dos jovens escolarizados participantes da pesquisa. Optamos pela pesquisa qualitativa. Para tal análise realizou- se um levantamento bibliográfico, bem como a coleta de dados no IBGE sobre a população tupaciguarense. Foram analisados também os registros de documentação da escola, mais especificamente o Projeto Político Pedagógico, bem como os documentos pertinentes à implementação da lei 10639/03. As reflexões aqui expostas revelam que a temática sobre as relações raciais, existentes em diversos espaços societários ainda é negligenciada. De modo geral, as considerações apontadas tanto pelos alunos quanto pelos professores, sinalizam o descompasso entre a lei 10639/03 e a realidade vivenciada no espaço escolar. Em contrapartida os alunos sinalizaram em suas narrativas, ideias que apontam a permanência de uma consciência histórica tradicional, presente nas práticas e discursos discriminatórios, tanto dentro como fora do âmbito educacional.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-11-04T18:29:06Z No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-11-05T09:21:08Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-05T09:21:08Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda de Moura Leal- 2013.pdf: 4798692 bytes, checksum: 5228471deff1892b3b84653ae5411588 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-26 / This research seeks to contribute to the empirical reflections of History didactics by the investigation of historical consciousness, in formative visualities, from narratives produced by students, who graduated high school in the context of selective entrance examination vestibular for admission at Goias Federal University in 2011. The research is based on the imaging modality and its evaluative and formative potential, using them as a source to investigate historical awareness and skills in dealing with the images in historical studies. Women history makes itself present in the used cognition exercise, stressing the needs that were pointed out by Bergmann (1990) in reviewing the contents of history canons, reflecting on issues that are relevant to humans at the expense of conventional sources and themes. At first, research concepts that were used in the data analysis are pointed out, namely History didactics in German and Brazilian theory and experience, the concept of historical consciousness proposed by Jörn Rüsen (2001), History's guiding role, substantial and of-second-order concepts prepared by Peter Lee (2001) and the evidence concept. Then a study is made from the investigation of students historical ideas, being the source choice defined and justified, the research methodology presented, the grounded theory (GLASER and STRAUSS, 1967), and a vestibular exercise with images and gender theme used. In a third stage, the analysis of the expected answer and also the candidates' answers to the chosen question is made in order to compare the data with the presented theory in the first chapter. / Esta pesquisa procura contribuir com as reflexões empíricas da Didática da História pela investigação da consciência histórica em visualidades formativas de narrativas produzidas por estudantes que concluíram o Ensino Médio no contexto do processo seletivo do vestibular para ingresso na Universidade Federal de Goiás em 2011. A pesquisa toma por base o exame de imagens e seu potencial avaliativo e formativo, utilizando-os como fonte para investigar a consciência histórica e as habilidades no trato com as imagens nos estudos históricos. A temática da história da mulher está presente no exercício de cognição utilizado, corroborando as necessidades apontadas por Bergmann (1990) de rever os cânones de conteúdos da História, refletindo sobre assuntos que são pertinentes ao ser humano em detrimento de fontes e temas convencionais. No primeiro momento da pesquisa, são apontados os conceitos que foram utilizados na análise dos dados, a saber, a Didática da História na teoria e experiência alemã e brasileira, o conceito de consciência histórica proposto por Jörn Rüsen (2001), a função orientadora da História, os conceitos substantivos e de segunda ordem elaborados por Peter Lee (2001) e o conceito de evidência. Em seguida, é feito um estudo das investigações sobre ideias históricas de estudantes, delimitada e justificada a escolha da fonte, apresentada a metodologia da pesquisa, a grounded theory (GLASER e STRAUSS, 1967), e utilizada uma questão do vestibular com imagens e temática de gênero. No terceiro momento, é realizada a análise da resposta esperada e das respostas dos candidatos à questão selecionada de modo a confrontar os dados com a teoria apresentada no primeiro capítulo.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-27T13:27:24Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-01-28T11:09:15Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) / Made available in DSpace on 2015-01-28T11:09:15Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertação - Luciana Leite da Silva - 2014.pdf: 3399825 bytes, checksum: 877639e09b21f55b34365cfc319826ce (MD5) Previous issue date: 2014-08-08 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The proposal of analyzing the historical ideas of children from different cultural contexts has the aim of evaluating the reaching of theoretical references, that conducts the field of Didactics of History in Brazil and the intercultural approaches in the education of History. This research comes from a paradox lived in the classroom. In one side, the politics of ethnic and races. On the other side, the presence of Eurocentric tales in books as much as in teachers' and students' conversation. The experience in the course of Intercultural Education for Indian Teachers opened new perspectives of analyses about this question, as showed other problems that mark the conflituous relations between the indian and non-indian societies. Beyond the land questions, as are frequently showed in the media, we aim to ascertain the different ways of narrating the being in the world, so that we can think about an intercultural historical learning that treats the diversity in a more embracing way than the antiracists speeches. / A proposta de analisarmos as ideias históricas de crianças pertencentes a diferentes contextos culturais tem como principal objetivo avaliar o alcance dos referenciais teóricos, que orientam o campo da Didática da História no Brasil, e as propostas de abordagens interculturais no ensino de história. Esta pesquisa parte de um paradoxo vivenciado em sala de aula. Por um lado, as políticas públicas educacionais com as determinações legais sobre a educação para as relações etnicorraciais. Por outro, a presença de narrativas essencialmente eurocêntricas, tanto nos livros didáticos quanto nas expressões de grande parte dos estudantes e dos professores. A experiência no curso de Educação Intercultural para Professores Indígenas abriu novas perspectivas de análise acerca desta questão assim como apresentou outras problemáticas que marcam as relações conflituosas entre sociedades indígenas e não indígenas. Para além das questões territoriais, como habitualmente são representados estes conflitos na mídia, a subalternização das formas de lidar com os marcadores temporais, de elaborar e de comunicar os saberes se constituem como fatores que balizam a relação entre Estado Nacional e Territórios Indígenas. Neste sentido, nos propomos aqui a verificar diferentes formas de narrar o ser e estar no mundo, para então pensarmos uma aprendizagem histórica intercultural que reconheça/amplie os limites de nossas orientações conceituais e trate a diversidade de forma mais contundente que os atuais discursos antirracistas.