Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work consists of a proposal for a workshop built from a survey among students of stage 7, 8 and 9 of the Youth and Adult Education in a public school of Rio Grande do Sul state. The aim of this research was to analyze the interest of students by the knowledge of history as a curricular component and the contributions of knowledge produced by this component in the daily lives of students and their guidance practices in time. Through the collection of the information, it was possible to identify that the interest of students by historical knowledge is mostly of simple curiosity, also it was showed that students do not understand the present as a result of past events. Based on these results it was possible theoretically organize a workshop for teachers that includes the concepts of historical critical pedagogy built by Dermeval Saviani and Historical Education by Jörn Rüsen aiming the professional training of teachers through the theoretical prerogatives mentioned before. This practice is based on the possibility and relevance to improve discussions about the historical knowledge produced and disseminated in the school environment, in this case, frequented by young people and adults. / O presente trabalho consiste em uma proposta de oficina construída a partir de uma pesquisa entre estudantes das etapas 7,8 e 9 do Ensino de Jovens e Adultos em uma escola pública da rede estadual do Rio Grande do Sul. Através desta pesquisa buscou-se analisar o interesse dos estudantes pelo conhecimento da história como componente curricular e as contribuições do conhecimento produzido por esse componente no cotidiano dos estudantes e em suas práticas de orientação no tempo. A partir dessa coleta de informações, foi possível identificar que o interesse dos estudantes pelo conhecimento histórico é majoritariamente por simples curiosidade, evidenciou-se também que os estudantes não entendem o presente como resultado de eventos passados. Com base nessas constatações tornou-se possível organizar teoricamente uma oficina para professores que contemple os conceitos da pedagogia histórico crítica construídos por Dermeval Saviani e da Educação Histórica de Jörn Rüsen visando a qualificação profissional dos professores através das prerrogativas teóricas anteriormente mencionadas. Essa prática fundamenta-se na possibilidade e relevância de fomentar discussões acerca do conhecimento histórico produzido e divulgado no ambiente escolar, neste caso específico, frequentado por jovens e adultos.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-11-08T10:27:50Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paulo Reginaldo.pdf: 1707029 bytes, checksum: 08cca19276b5072b16ae927f5e6ff86d (MD5) / Made available in DSpace on 2018-11-08T10:27:50Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Paulo Reginaldo.pdf: 1707029 bytes, checksum: 08cca19276b5072b16ae927f5e6ff86d (MD5) Previous issue date: 2018-08-03 / O presente trabalho analisará a prática dos professores de História da Rede Municipal de Ensino de Curitiba que participaram dos cursos de formação continuada com foco no desenvolvimento dos pressupostos da Educação Histórica (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) e a influência que estes cursos exerceram sobre a prática dos mesmos. Para o desenvolvimento da pesquisa, seguimos a perspectiva da investigação qualitativa (BOUTIN; GOYETTE; LESSARD-HÉRBERT, 2012), baseada no desenvolvimento dos quatro polos de investigação, quais sejam: o polo epistemológico, o polo teórico, o polo morfológico e o polo teórico. Para tanto, reunimos os projetos dos cursos de formação continuada ministrados pela Secretaria Municipal de Educação (SME) em parceria com o Laboratório de Pesquisa em Educação Histórica (LAPEDUH) da Universidade Federal do Paraná entre os anos de 2010 a 2016, mapeando os professores que tem participado destes cursos e agrupá-los para que fossem entrevistados, com o objetivo de apresentar as suas considerações sobre a prática da Educação Histórica dentro do ambiente escolar a partir dos aprendizados reunidos nos cursos. Justificase o projeto pela trajetória já percorrida com os cursos ministrados e pela aproximação dos pressupostos teóricos da Educação Histórica contidos no próprio currículo básico (CURITIBA, 2016). A pesquisa demonstrou que o curso oferece um espaço de diálogo e aprendizagem docente que agrega à prática e a pesquisa dos professores. Também apontou diferenças substanciais na concepção de ensino em sala de aula no que concerne ao uso das fontes e das produções de narrativas pelos alunos, tomando a História como a ciência de referência que encaminha o processo de aprendizado. Também foram apontadas dificuldades como as dificuldades na comunicação por parte dos alunos, bem como a não compreensão da comunidade escolar em vários momentos. / This present work aims to analyze the practice of the History Teachers of the Municipal Teaching System of Curitiba who were part of the continuing education courses focusing on the development of the Historical Education assumptions (RÜSEN, 2010; LEE, 2001; BARCA, 2003, SCHMIDT, 2009) and the influence that these courses have on the teachers' practices. For the development of the research, a qualitative research perspective was followed (BOUTIN; GOYETTE; LESSARDHÉRBERT, 2012), based on the development of the four research poles, which are: the epistemological pole, the theoretical pole, the morphological pole, and the technical pole. For this purpose, we have gathered the projects of continuing education provided by the Municipal Department of Education (SME) in partnership with the Laboratory of Research in Education (LAPEDUH) of the Federal University of Paraná between 2010 and 2016, mapping the teachers that have been part of these courses in order to group them so they could be interviewed with the objective of presenting their considerations about the Historical Education practice in the school environment from the learning gathered in the courses. The project is justified by the trajectory already covered by the courses taught and also by the approximation of the theoretical assumptions of Historical Education based on the basic curriculum (CURITIBA, 2016). The research has shown that the course offers a space for dialogue and teacher learning that aggregates the practice and research of teachers. It also pointed out the substantial differences in the conception of classroom teaching regarding the use of sources and narrative productions by students, taking History as the reference science that guides the learning process. Difficulties were also identified, such as difficulties in communication by the students, as well as the lack of understanding of the school community at many times.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-08-31T17:54:20Z No. of bitstreams: 2 Dissertação - Maria Estela Gonçalves Cardoso - 2016.pdf: 1187909 bytes, checksum: b64007227b8a3cc2c659c10ecc5e943c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-01T12:06:18Z (GMT) No. of bitstreams: 2 Dissertação - Maria Estela Gonçalves Cardoso - 2016.pdf: 1187909 bytes, checksum: b64007227b8a3cc2c659c10ecc5e943c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-01T12:06:18Z (GMT). No. of bitstreams: 2 Dissertação - Maria Estela Gonçalves Cardoso - 2016.pdf: 1187909 bytes, checksum: b64007227b8a3cc2c659c10ecc5e943c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-08 / This work was mainly intended to reflect on the difficulties and possibilities of history teaching within the first full time schools created by Education, Culture and sport Secretary of State (SEDUCE) in the city of Itumbiara-GO. We seek to understand the historical consciousness of the history teacher and how they can teach differently in full times schools. Getting to know these full time education projects, we made a resumption of historical, political and socio-economic context of educational policies in Brazil, After the 1930s, the time of the discussions and implementation of the first full-time schools, also seeking to understand how these institution worked, and how this process is unfolding nowadays. Through research of official documents, oral interviews done with history teachers teaching in these units and bibliographic searches we follow ed the day to day in these schools and aimed to confront this reality with the guidelines proposed by the laws and implemented projects. Reflecting the possibilities and the difficulties that the full Time School brought to history teaching. With the research we considerate the proposal for historical education and the formation of the historical consciousness of teachers and students within these full-time schools that have gone through a transition from an educational series to a full-time education, analyzing the changes that occurred in the physical dependencies in the preparation of teachers, and especially the changes that have occurred in history teaching. This entire process of analysis sought to reflect and discuss solutions that contribute to a more meaningful education, mainly with regard to the history of education and the formation of historical consciousness. / Este trabalho teve por principal objetivo refletir sobre as dificuldades e as possibilidades do ensino de história dentro das primeiras escolas de tempo Integral criadas pela Secretaria de Estado, Educação, Cultura e Esporte (SEDUCE) na cidade de Itumbiara-GO. Buscamos compreender a consciência histórica dos professores de história e de que maneira eles podem de forma diferenciada ensinar nas escolas de tempo integral. Conhecer esses projetos de Educação em Tempo Integral, fizemos uma retomada do contexto histórico, político e socioeconômico das políticas públicas educacionais no Brasil após a década de 1930, época das discussões e implantação das primeiras escolas de Tempo Integral, buscando entender também como funcionaram essas instituições, e, como esse processo está se desenrolando na atualidade. Através da investigação dos documentos oficiais, de entrevistas orais feitas com os professores de história dessas unidades e de pesquisas bibliográfica nós acompanhamos o dia a dia nessas escolas e objetivamos confrontar essa realidade com as diretrizes propostas pelas leis e pelos projetos implantados. Refletindo quais as possibilidades e as dificuldades que a escola de Tempo Integral trouxe ao o ensino de história. Com a realização da pesquisa nós consideramos a proposta de educação histórica e a formação da consciência histórica dos professores e alunos no interior dessas escolas de Tempo Integral que passaram pela transição de um ensino seriado para um ensino integral, analisando as mudanças que ocorreram nas dependências físicas, na preparação dos professores, e principalmente as mudanças que ocorreram no ensino de história. Todo esse processo de análise buscou refletir e discutir soluções que contribuam para um ensino mais significativo, principalmente no que tange ao Ensino de História e à formação da consciência histórica.

Submitted by Edinalva Aguiar (dinaguiar@gmail.com) on 2014-02-05T11:11:32Z No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-02-10T13:51:02Z (GMT) No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Made available in DSpace on 2014-02-10T13:51:02Z (GMT). No. of bitstreams: 1 Tese Edinalva Padre Aguiar.pdf: 3669776 bytes, checksum: ca4c774f42a825af98cac40ee44ab570 (MD5) / Este trabalho insere-se no campo da educação histórica, cuja preocupação fundamental é compreender a construção do pensamento histórico e o desenvolvimento da consciência histórica de crianças e jovens. Tem como objeto de estudo o processo de ensino e aprendizagem de História e sua relação com a consciência histórica. Seu objetivo principal foi analisar se os alunos utilizam o conhecimento histórico como instrumento de construção de sentidos de orientação temporal em suas vidas práticas. A conceituação de consciência histórica aqui assumida é do teórico alemão Jörn Rüsen (2001, p. 58-59), para quem ela é o “[...] modo pelo qual a relação dinâmica entre experiência do tempo e a intenção no tempo se realiza no processo da vida humana.” Os dados foram coletados em 2011 por meio da aplicação de instrumento escrito, constituído por questões de respostas abertas. Os sujeitos foram alunos matriculados no 2º ano do ensino médio em duas escolas (uma pública outra privada), localizadas do município Vitória da Conquista-BA. A abordagem teórico- metodológica pautou-se na pesquisa qualitativa e o tratamento dos dados utilizou o método da análise de conteúdo. Os dados da pesquisa empírica demonstraram que os alunos atribuem importância à disciplina História e julgam agradável seu estudo. Mas, comparada a outros espaços e formas de aprendizagem, a história escolar é considerada enfadonha, discursiva e de memorização. Embora afirmem utilizar o conhecimento histórico na vida cotidiana, seja para formar opiniões, compreender ou explicar para outrem fatos/acontecimentos ou tomar decisões, as narrativas evidenciam pouca relação entre conhecimento histórico e vida prática, já que são marcadas por um fraco repertório desse conhecimento e pouca referência a ideias metahistóricas. Diante desses resultados, podemos afirmar que há um hiato entre o ensinado e o aprendido e que os alunos pouco atribuem sentidos ao conhecimento histórico, comprometendo o desenvolvimento da consciência histórica e sua função de orientação temporal na vida prática. / ABSTRACT This work falls within the field of historical education, whose primary concern is to understand the construction of historical thinking and the development of historical consciousness by children and youths. Its study object is the process of teaching and learning history and its relationship to historical consciousness. Its main aim was to assess if students use the historical knowledge as an instrument for the construction of meanings of temporal orientation in their practical lives. The conceptualization of historical consciousness adopted here is that of the German theorist Jörn Rüsen (2001, p. 58-59), to whom it is "[...] the way in which the dynamic relationship between the experience of time and the intention in time takes place in the process of human life." Data were collected in 2011 by means of the application of a written instrument, consisting of questions with open-ended answers. The subjects were students enrolled in the 2nd year of the secondary education in two schools (one public and one private), located in the municipality of Vitória da Conquista-BA. The theoretical- methodological approach was based on qualitative research and data processing used the method of content analysis. The empirical research data showed that students give importance to the subject of history and consider its study as being pleasant. But compared to other spaces and forms of learning, school history is considered boring, discursive and based on memorization. Although they claim to use the historical knowledge in everyday life, either to form opinions, understand or explain to others facts/events or make decisions, narratives show little relationship between historical knowledge and practical life, since they are characterized by a weak repertoire of such knowledge and little reference to meta-historical ideas. Given these results, we can state that there is a gap between what is taught and what is learned and that students attribute meanings to the historical knowledge, implicating the development of historical consciousness and its role of temporal orientation in practical life.

The thesis is dealing with university students' point of view on primary education. It reveals teachers' influence on the responders' attitudes to primary schools, on their study and professional orientation, and on the reasons of popularity of nature historical education at primary schools and biological education at secondary schools. A questionnaire for university students, who studied biological, humanistic, pedagogical and non pedagogical subjects at that time, was an important part of the thesis. A comparison between the different groups of students was drawn within the questionnaire survey. It determined the relation between the responders' contemporary branch of study, gender and their attitude to the biological education.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T12:21:45Z No. of bitstreams: 2 Dissertação - Enelice Milhomem Jacobina Teixeira - 2018.pdf: 2412819 bytes, checksum: a774037f1ad89201edcf9c3feb5d58c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T13:52:21Z (GMT) No. of bitstreams: 2 Dissertação - Enelice Milhomem Jacobina Teixeira - 2018.pdf: 2412819 bytes, checksum: a774037f1ad89201edcf9c3feb5d58c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-17T13:52:21Z (GMT). No. of bitstreams: 2 Dissertação - Enelice Milhomem Jacobina Teixeira - 2018.pdf: 2412819 bytes, checksum: a774037f1ad89201edcf9c3feb5d58c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-15 / Research on religious intolerance, following the attack on Charlie Hebdo Weekly in January 2015 in Paris, France, provocative event of narratives on the subject. We carry out research with the students of a school (Elementary School), of the Municipal Department of Education in Goiânia. The problem referred to religious intolerance, discussed in the history lessons of CICLO III, group "G" (7th Year), in 2015, following the groupings "H" and "I" (8th and 9th years), until 2017. The investigative tools were elaborated with inquiries based on journalistic and scientific texts about the attack on the weekly Charlie Hebdo. The students hypothetically wondered what they would choose if they were in the bombing: being a terrorist or a cartoonist, justifying their options. After observing the students' narratives, we relate them to religious intolerance. We analyze the narratives of the students about the attack, using as theoretical contribution the historical education. Subsequently, we used texts, cartoons and other sources on religious intolerance, attacks, immigration, xenophobia, Islam, interculturalism, among others. After the interventions based on these texts, we applied the research instruments for the second time, in order to verify the possible changes in the reconstructed narratives of the students, with observation and changes in their historical awareness. We identified in the narratives in the second intervention that there was little progress in relation to religious tolerance and respect for freedom of expression of religious and non-religious. We then developed a third intervention, using, however, other investigative tools that questioned why Charlie Hebdo's cartoons were offensive to the Islamic religion and asked for an explanation of what religious intolerance is today. After answering these last requests, we noticed changes, since some students demonstrated a change in the historical consciousness presenting critical temporal orientation. / Investigação sobre a intolerância religiosa, a partir do atentado ao Semanário Charlie Hebdo, em janeiro de 2015, em Paris, na França, acontecimento provocativo de narrativas sobre a temática. Realizamos a investigação com os estudantes de uma escola (Ensino Fundamental), da Secretaria Municipal de Educação em Goiânia. A problemática referiu-se à intolerância religiosa, discutida nas aulas de história do CICLO III, agrupamento “G” (7º. Ano), em 2015, acompanhando os agrupamentos “H” e “I” (8º. e 9º. anos), até 2017. O instrumental de investigação foi elaborado com indagações apoiadas em textos jornalísticos e científicos sobre o atentado ao Semanário Charlie Hebdo. Os estudantes hipoteticamente imaginaram o que escolheriam se estivessem no atentado: ser terrorista ou cartunista, justificando suas opções. Após a observação das narrativas dos estudantes, relacionamos as mesmas com a intolerância religiosa. Analisamos as narrativas dos estudantes sobre o atentado, utilizando como aporte teórico a educação histórica.  Posteriormente, recorremos a textos, charges e outras fontes sobre intolerância religiosa, atentados, imigração, xenofobia, Islamismo, interculturalidade, entre outros. Após as intervenções pautadas nestes textos, aplicamos o instrumental de investigação pela segunda vez, a fim de verificarmos as possíveis alterações nas narrativas reconstruídas dos estudantes, com observação e alterações na consciência histórica dos mesmos. Identificamos nas narrativas na segunda intervenção que houve pouco avanço em relação à tolerância religiosa e ao respeito à liberdade de expressão de religiosos e não religiosos. Desenvolvemos, então, uma terceira intervenção, usando, no entanto, outro instrumental de investigação que questionou o motivo de as charges do Semanário Charlie Hebdo serem ofensivas à religião islâmica e solicitou uma explicação sobre o que é intolerância religiosa na atualidade. Respondidas estas últimas solicitações, percebemos alterações, visto que alguns estudantes demonstraram mudança na consciência histórica apresentando orientação temporal crítica.

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)

This thesis examines the possibilities of linking historiographical education and drama curriculum in primary school using action research. The theoretical part examines various educational and psychological bases that support the idea of linking drama and historiographical education and defines the possibilities of the involvement of drama as a teaching method in the primary school. The practical part contains specific proposal of two lessons with historiographical themes and also includes evaluation of their implementation in 4th and 5th class. Both lessons are designed and implemented in accordance with the teachings of Three-phase, respecting the psychological aspects of the target group. Lessons use mainly drama methods, marginally methods of curriculum Reading and writing to critical thinking, Experiential learning, Project teaching and Cooperative learning are used. Action research is evaluated through observation and detailed description of teacher reflection.

This research investigates and discusses missionary education in South Africa in general, and in the Bushbuckridge (BBR) area in particular, during the period 1910-1973. It also investigates and highlights how missionaries from various church denominations from Europe and the United States of America, spread the Word of God in South Africa. This research reveals that they founded and provided educational assistance to illiterate Black people. in order to enable thein to read the Bible, as effective means of realising their goals of Christianisation, evangelisation and civilisation. This study also finds that mi.ssionaries in the BBR offered Black people education in matters of industry. manual skills and farming, at their mission stations and mission schools, as a strong means of not only providing them with job skills and knowledge, but also preparing them for possible future self-employment and promoting their economic development and that of the community at large. This investigation indicates that missionary education removed out Black culture and traditional religious beliefs, and inculcated Western culture and Christian religious belief. Missionary education atso inculcated civilised habits of cleanliness, obedience, loyalty, patience, punctuality, tidiness, subordination, submissiveness, trustfulness and a sound attitude to work, industriousness, perseverance, respect and a sense of humour amongst Black people, as characteristic of Christianisation, and Christian evangelisation and civilisation. After a thorough investigation and discussion of missionary education, in South Africa· in general, and in the BBR area in particular, several recommendations and proposals are formulated, in order to advance the purpose of this research. / Educational Studies / M. Ed. (History of Education)