Depuis quelques années déjà, la responsabilité de l’éducation à la citoyenneté est principalement confiée à l’enseignement de l’histoire dans le réseau scolaire québécois. Toutefois, aucune étude expérimentale n’a démontré que l’histoire était la matière la plus apte à éduquer à la citoyenneté. Cette recherche vise donc à savoir si les étudiants de niveau collégial transfèrent leurs connaissances historiques dans la résolution d’un problème d'actualité présentant une connotation historique. Le groupe cible de cette recherche est formé de vingt-cinq étudiants de Sciences humaines (ayant des cours d’histoire) et le groupe contrôle est constitué de vingt-cinq étudiants de Science de la nature (n’ayant pas de cours d’histoire). Durant des entrevues semi-dirigées d’une trentaine de minutes, les étudiants avaient à se prononcer sur une entente signée entre les Innus et les gouvernements fédéral et provincial. Une mise en situation leur était présentée préalablement. Il est ressorti peu de différences entre le groupe cible et le groupe contrôle. Ces deux effectifs considérés ensemble, le quart des répondants n’utilisait aucune connaissance historique. Surtout, la variable influençant le plus le transfert des connaissances historiques s’avère être le sexe. Parmi les répondants n’utilisant aucune connaissance historique, il n’y avait qu’un répondant de sexe masculin; et les seuls répondants à avoir utilisé les connaissances conditionnelles étaient tous de sexe masculin. C’est donc dire que le système scolaire québécois ne favoriserait pas suffisamment le transfert des connaissances historiques dans l’analyse de situations actuelles. / For the last few years, citizenship education in Quebec schools has been part of the history curriculum. However, this decision is not based on any experimental studies that would have shown history to be the topic best suited to the teaching of citizenship education. The objective of this research is to find out if college level students transfer their historical knowledge to use it in solving present day problems presenting an historical perspective. The target group of this research consists of twenty-five Social Science students (taking a history course) and the zero-group is made up of twenty-five Science students (not having a history course). During the semistructured thirty-minute interviews, students were asked to give their opinion on a treaty signed between the Innu and the two levels of government. A situation scenario was obviously presented to them beforehand. The outcome showed little difference between the target group and the zero-group. Moreover, when both groups were considered together, a quarter of respondents did not use any historical knowledge. Furthermore, the most influential variable in the transfer of historical knowledge proved to be gender. Amongst respondents using no historical knowledge, there was only one male respondent ; the respondents having used conditional knowledge were all males. It is to say that the Quebec school system does not foster the transfer of historical knowledge sufficiently in regard to the analysis of present day situations.

Depuis quelques années déjà, la responsabilité de l’éducation à la citoyenneté est principalement confiée à l’enseignement de l’histoire dans le réseau scolaire québécois. Toutefois, aucune étude expérimentale n’a démontré que l’histoire était la matière la plus apte à éduquer à la citoyenneté. Cette recherche vise donc à savoir si les étudiants de niveau collégial transfèrent leurs connaissances historiques dans la résolution d’un problème d'actualité présentant une connotation historique. Le groupe cible de cette recherche est formé de vingt-cinq étudiants de Sciences humaines (ayant des cours d’histoire) et le groupe contrôle est constitué de vingt-cinq étudiants de Science de la nature (n’ayant pas de cours d’histoire). Durant des entrevues semi-dirigées d’une trentaine de minutes, les étudiants avaient à se prononcer sur une entente signée entre les Innus et les gouvernements fédéral et provincial. Une mise en situation leur était présentée préalablement. Il est ressorti peu de différences entre le groupe cible et le groupe contrôle. Ces deux effectifs considérés ensemble, le quart des répondants n’utilisait aucune connaissance historique. Surtout, la variable influençant le plus le transfert des connaissances historiques s’avère être le sexe. Parmi les répondants n’utilisant aucune connaissance historique, il n’y avait qu’un répondant de sexe masculin; et les seuls répondants à avoir utilisé les connaissances conditionnelles étaient tous de sexe masculin. C’est donc dire que le système scolaire québécois ne favoriserait pas suffisamment le transfert des connaissances historiques dans l’analyse de situations actuelles. / For the last few years, citizenship education in Quebec schools has been part of the history curriculum. However, this decision is not based on any experimental studies that would have shown history to be the topic best suited to the teaching of citizenship education. The objective of this research is to find out if college level students transfer their historical knowledge to use it in solving present day problems presenting an historical perspective. The target group of this research consists of twenty-five Social Science students (taking a history course) and the zero-group is made up of twenty-five Science students (not having a history course). During the semistructured thirty-minute interviews, students were asked to give their opinion on a treaty signed between the Innu and the two levels of government. A situation scenario was obviously presented to them beforehand. The outcome showed little difference between the target group and the zero-group. Moreover, when both groups were considered together, a quarter of respondents did not use any historical knowledge. Furthermore, the most influential variable in the transfer of historical knowledge proved to be gender. Amongst respondents using no historical knowledge, there was only one male respondent ; the respondents having used conditional knowledge were all males. It is to say that the Quebec school system does not foster the transfer of historical knowledge sufficiently in regard to the analysis of present day situations.

With digital media and the web becoming increasingly pervasive in our everyday lives, few historians have considered in depth the impact that this is having on the ways that history is represented and communicated in the public sphere. This thesis is an examination of how the practice of public history in Australia is being reshaped in the Web 2.0 environment. In the context of new media theory, public history practice is considered in relation to identifiable changes in the ways the web is used and understood. / The public historian’s concern with interpreting the past to a public audience means that changing social practices and information patterns are pertinent to their work. This thesis highlights the ways in which different forms of history are being produced, distributed and consumed on the web. It focuses on the potential role of the web user as an active producer of personal and creative interpretations of the past and on how experimental public history practices in the Web 2.0 environment have emerged in response to changing audiences. / This study argues that the rise of Web 2.0 is reflected by personalised, ubiquitous, democratic and innovative public history practices on the web. Through an in depth analysis of The Powerhouse Museum collection search and YouTube as case studies, this thesis shows how increased participation, the proliferation of user-generated content, social networking and existing practices by users in the Web 2.0 environment reshapes public history. / This thesis goes beyond conceiving of the web as a site of historical source material, both digitised and born-digital, to an understanding of the value of participatory media and informal communication in enabling the sharing of historical knowledge and materials between and among networks of people on the web.

Made available in DSpace on 2015-05-14T12:23:02Z (GMT). No. of bitstreams: 1 parte1.pdf: 1850969 bytes, checksum: 1edeb4531756d83ae8807cc985e34b25 (MD5) Previous issue date: 2011-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Linked to the research line Teaching of History and Historical Knowledge of the Post-Graduate in History of the Federal University of Paraíba - UFPB, with a major in History and Historical Culture, this paper aims to understand how happened the changes in the symbolic significance of the Reisado de Congo of Barbalha Municipality, located in Cariri (south) cearense during the 1960 and 1970. Respectively, periods in which the practice of merriment occurred more or less autonomous in rural areas and when began to perform at the Feast of St. Anthony, patron of the city through the municipal power. For the development of research, I employed the oral histories of former masters and revelers of Reisado. They helped me understand how they gave the symbolic constructions, historical, social and cultural rights around the merriment as well as its structure and especially the changes brought about in practice and revelers in order to fit the new landscape of the tourist attraction celebration and affirmation of the holy tradition, because as it is known by many, the incentive to maintain knowledge and practices of the people was part of the political-military construction of national identity. It was in this context that shaped the intense changes in the way of expression from popular culture Barbalha. / Vinculado à linha de pesquisa Ensino de História e Saberes Históricos do Programa de Pós-Graduação em História da Universidade Federal da Paraíba - UFPB, com área de concentração em História e Cultura Histórica, o presente trabalho tem por objetivo compreender como se deram algumas das (re)significações simbólicas ocorridas no Reisado de Congo do município de Barbalha, localizado no Cariri (sul) cearense, durante as décadas de 1960 e 1970. Respectivamente, tratam-se de períodos em que a prática do folguedo ocorria de forma mais ou menos autônoma no meio rural, que passou a se apresentar na Festa de Santo Antônio, padroeiro da cidade, por intermédio do poder municipal. Para o desenvolvimento da pesquisa se fez uso dos relatos orais de mestres e ex-brincantes do Reisado. Eles ajudaram a entender como se deram as construções simbólicas, históricas, sociais e culturais em torno do folguedo, sua estruturação e, sobretudo, as mudanças ocasionadas na prática e nos brincantes a fim de enquadrá-los no novo cenário de atração turística no festejo do santo e de afirmação da tradição. Como é do conhecimento de muitos, o incentivo à manutenção dos saberes e fazeres do povo fez parte do projeto político militar de construção da identidade nacional e foi nesse cenário que se configuraram as intensas mudanças na forma de expressão cultural popular barbalhense.

Abstract The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?   To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.   The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.   The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.   The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts. / Vilka tankeredskap hanterar historielärare i sin undervisning och när framkommer dessa i de kurser lärare undervisar i? Hur hanterar lärare tankeredskap i termer av rekonstruktion och konstruktion? Dessa frågor ställs i denna studie som bygger på en analys av sju lärares undervisningsmaterial och på uppföljande intervjuer med lärarna. I den första delen kartläggs de tankeredskap som lärare hanterar i hela kurser som de undervisar i. Ett resultat av denna del är att orsak och konsekvens är det dominerande tankeredskapet som lärare hanterar. Ett annat resultat är att tankeredskapens förekomst i lärarnas kurser uppvisar stora variationer. I den andra delen sker en fördjupad analys av två tankeredskap, källor och källkritik samt orsak och konsekvens. I denna analys framkommer att lärarnas hanterande av källor och källkritik i större utsträckning kan beskrivas i termer av konstruktion, jämfört med lärarnas hanterande av orsak och konsekvens. I analysen framkommer också att lärare kan hantera tankeredskap i två steg; det som i studien kallas tankeredskap som modell respektive tankeredskap som process. / <p>Ingår i CSD-serien.</p> / Ingår i CSD-serien

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DiegoFC_DISSERT.pdf: 1791736 bytes, checksum: c1a48565d6b9685b6d186a3cf2c0d882 (MD5) Previous issue date: 2013-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional / Esta disserta??o tem o objetivo de analisar os saberes que se tornaram referenciais nas pr?ticas docentes de professores interioranos de Hist?ria no Ensino M?dio e compreender a constitui??o do conhecimento escolar de Hist?ria por estes professores, a partir da mobiliza??o dos diferentes saberes que comp?em a pr?tica docente. Os colaboradores desta pesquisa foram tr?s professores da Escola Estadual Jacuma?ma e o pesquisador. Os fundamentos te?rico-metodol?gicos desta investiga??o se baseiam nos pressupostos da pesquisa qualitativa de tipo colaborativa. A utiliza??o de tal abordagem teve como inten??o propiciar a constru??o de conhecimentos entre docentes e pesquisador a partir de rela??es menos opressivas de poder e, tamb?m, de contribuir para uma forma??o cont?nua dos sujeitos, possibilitando-lhes o entendimento da pr?tica profissional como espa?o para exerc?cio da autonomia e da criticidade. A pesquisa emp?rica teve como procedimentos entrevistas orais individuais, sess?es reflexivas e observa??es colaborativas. Os discursos dos sujeitos apresentaram, em alguns momentos, as inquieta??es dos docentes com um modelo escolar fragmentado em que existe pouco espa?o para intera??es dial?gicas entre os educadores e que dificulta a consolida??o de interlocu??es da escola com a realidade que os envolve. Suas coloca??es apontaram que os saberes entendidos como referenciais s?o aqueles que podem ser identificados no cotidiano do trabalho educacional e que encontram justificativas pr?prias a partir da finalidade que cada um exerce na constru??o da pr?tica profissional. As rela??es em sala de aula sinalizam para uma intera??o mais intensa entre professores e alunos, mobilizando a afetividade como um saber para oportunizar rela??es menos autorit?rias. Na compreens?o dos professores interioranos, o conhecimento hist?rico escolar se produz no compartilhamento de interesses e sentidos atribu?dos pelos sujeitos envolvidos no processo de ensino-aprendizagem. Os saberes da ci?ncia de refer?ncia perpassam o ensino escolar de Hist?ria, mas eles s?o ressignificados de acordo com as especificidades pr?prias do espa?o escolar. A din?mica intensa e complexa do contexto educacional faz com que o conhecimento hist?rico praticado v? ganhando caracter?sticas espec?ficas e que est?o em constante movimento. Nestes movimentos existem marcas de elabora??es e reelabora??es do novo e do tradicional

Le présent mémoire a pour but d’examiner les romans Le Monarque des ombres (2017) de Javier Cercas et The Lost (2006) de Daniel Mendelsohn afin de voir comment leurs auteurs y produisent du savoir sur l’histoire, sur la mémoire familiale et sur la mémoire collective. Les deux auteurs écrivent sur leurs grands-oncles : le grand-oncle de Cercas est mort en Espagne, du côté franquiste, pendant la guerre civile (1936-1939). Celui de Mendelsohn est assassiné, avec sa femme et ses quatre filles, en Pologne en 1942 au cours de la Shoah par balles. Dans leurs textes, Cercas et Mendelsohn restituent les étapes des recherches qu’ils ont menées pour retrouver des informations sur les circonstances de la vie et de la mort de leurs grands-oncles. Afin de réfléchir à la nature du geste littéraire qu’ils proposent à l’égard de l’histoire et de la mémoire familiale et collective, nous effectuons dans un premier temps un état des lieux des différents débats académiques récents sur les rapports histoire-littérature. Nous poursuivons ensuite en analysant les procédés métatextuels et autoréflexifs déployés par les deux auteurs dans leurs textes, de manière à voir comment ces procédés reflètent les enjeux éthiques, méthodologiques et épistémologiques de leur démarche et la complexité du savoir qu’ils produisent. Finalement, nous étudions l’usage fait par Cercas et Mendelsohn des archives dans leurs textes. Ce faisant, nous pouvons voir comment les archives photographiques, notamment, sont médiatrices du rapport identitaire et mémoriel qu’entretiennent les deux auteurs avec leurs grands-oncles. / This dissertation aims to examine the novels Lord of All the Dead by Javier Cercas and The Lost by Daniel Mendelsohn to see how their authors produce knowledge on history and on familial and collective memory. Both writers focus their novels on their great-uncles: Cercas’ great-uncle died in the Spanish civil war (1936-1939) fighting with the Francoist army. Mendelsohn’s great-uncle was killed in Poland in 1942 during the Shoah by bullets with his wife and four daughters. In their texts, Cercas and Mendelsohn reconstruct the different stages of their researches to find out about the lives and deaths of their great-uncles. In order to reflect on the literary texts they wrote and its relations to history and familial and collective memory, we first make a summary of some of the recent debates in the academic field about the relationship between literature and history. We go on by analyzing the metatextual and self-reflexive devices both authors use, to see how they reflect the ethical, methodological and epistemological issues of their approach and the complexity of the knowledge they produce. Finally, we look at how Cercas and Mendelsohn use archives in their texts. By doing so, we can see how archives, mostly photographic archives, are used as devices that reflect the identity and memorial link that connects both authors with their great-uncles.

The purpose of this study is to deepen the understanding of the identity, place and meaning of history in history teaching and the society in general. This is done through interviews with eight students at the Swedish Upper Secondary School. Students has an essential role in how history teaching becomes meaningful and how the history culture of our society today and in the future is shaped. The following research questions are answered in this study: I. What perceptions of history, related to the didactic questions about the content, method, and purpose of history, do students at the Upper Secondary School have? II. What historical knowledge, that is, as content-related knowledge in history, skill-related knowledge about history and meaning-making-related knowledge of history, do these perceptions of history express? To answer the research questions, qualitative semi-structured interviews are conducted. The interviews are then analyzed with the support of general didactic theories about the what, how and why of history, and history didactic theories of historical knowledge in, about and of history. Thus, the didactic questions (what/how/why) and the aspects of historical knowledge (in/about/of) have answered the research questions of this study by mapping students’ perceptions of history and distinguishing historical knowledge in their perceptions of history. The study shows that students perceive history in different ways, emphasizing different aspects of the content (what), method (how) and purpose (why) of history. The study also shows that students develop different forms of historical knowledge, which are considered necessary in the Swedish school and historical science, but they do it in a slightly different way than what may be intended. The result indicate that students’ thoughts of history are often rooted in a perception of history as the past, which has consequences for how they view aspects of history and what historical knowledge they express. To develop historical knowledge, one must know what has happened thus being aware of people and events of the past. Therefore, history is told, not necessarily interpreted. Accordingly, students see history as a life lesson. With history – knowing what has happened in the past – one can avoid making mistakes in the present and therefore develop the future one strives for. In addition, students regard source criticism as something motivated by their time – a time characterized by fake news and social media – rather than a basic historical method in the subject of history.

L'histoire est la connaissance de la vie des hommes du passé. Mais l'approche nécessairement rétrospective de l'historien est en contradiction avec la vie qui est, par définition, tournée vers l'avenir. Le savoir historique a donc comme condition de possibilité l'acte de pensée par lequel on imagine, ou l'on fait comme si on vivait à l'époque que l'on cherche à connaître. Or c'est dans le jeu que l'on fait « comme si » l'on vivait telle ou telle chose. Plus spécifiquement, le jeu vidéo fait entrer le joueur, par la représentation, dans un univers concret dont la consistance réside dans la résistance et les appuis qu'il offre à l'action du joueur. Le jeu vidéo est en cela susceptible de permettre au joueur de vivre, en actes, le passé au présent. Toutefois, comme cette forme spécifique de représentation n'a jamais été élaborée ni utilisée dans une perspective proprement savante, il ne va pas de soi pour l'historien d'en faire le médium de l'élaboration et de la transmission de son savoir. L'examen épistémologique de ses ressources propres nous conduit non seulement à remettre en cause la position de Ricoeur selon laquelle la forme exclusive de la connaissance historique est le récit, mais aussi à concevoir une nouvelle forme de jeu vidéo qui permette de faire véritablement l'expérience des formes de vie d'une société révolue. Le joueur doit pouvoir mener, dans cet espace social, un parcours individuel fait de ses interactions avec des personnages non joueurs dont le processus d'individuation procède, lui aussi, du jeu, c'est-à-dire de l'entrelacs, des initiatives des uns et des autres au sein de relations sociales dont les formes et le cadre sont historiquement définis. / History is the knowledge of men's life in the past. But the historian necessarily has a retrospective approach, in contradiction to life which is, by definition, forward-looking. In aiming to resolve this tension, historical knowledge involves the act of thought by which we act as if we were living in the era we seek to know. Acting "as if" we were living such and such an experience is playing. More specifically, the video game brings the player through representation in a particular universe whose consistency lies in the resistance and, on the other hand, the support it offers to the player's enterprises. The video game form is likely to allow the player to experience past times in the present. However, this specific form of representation has never been developed or used in a proper scholarly perspective, and it is far from being naturel for the historian to use it as the medium of development and transmission of knowledge. The epistemological review of its own resources leads us not only to question Ricoeur's position that narrative is the exclusive form of historical knowledge, but also to design a new kind of video game that allows us to experience ways of life of bygone societies ; the player's personal journey in this social space proceeds from interactions with non-player characters whose individuation process also results from the intertwining between enterprises of all characters in social relations which have historically defined forms.

In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.