O livro didático configura-se como um dos instrumentos pedagógicos mais utilizados pelos professores em sala de aula. Sabe-se que, a partir do contexto em que são produzidos, os livros didáticos sofrem interferências de diferentes ordens, sejam de cunho político, econômico, seja social ou cultural. Situado nos pressupostos da História Cultural, no que se refere à história do livro e da leitura, este trabalho analisa uma questão fundamental: Como o livro didático de História é apropriado por professores e alunos nas aulas de História? Além disso, os elementos presentes no livro didático, denominados paratexto, influenciam na leitura do livro quando são modificados através de edições? O objetivo também é compreender como professores e alunos se apropriam do livro didático e como os elementos do paratexto interferem (ou não) nessas apropriações. Isso nos permite refletir acerca da problemática no ensino de História, nos seus aspectos teóricos e metodológicos. / The textbook configures itself as one of the pedagogical resources most used in the classroom by teachers. It is understood that, from the context in which they are produced, textbooks suffer interferences from different orders, whether of political, economic, whether social or cultural. This work is situated on the Cultural History’s pretext so far as it is concerned to the book’s history and reading, and it analyses a fundamental question: How the History textbook is appropriated for teachers and students in History classes? Add to that, present elements in the textbook, called paratext influence in book reading when they are modified through editions? The aim is also to understand as teachers and students appropriate of the textbook and as paratext elements interfere (or not) in these appropriations. That may us to reflect concerning of questionable teaching history in its theoretical and methodological aspects.

Orientador: Eloisa de Mattos Hofling / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-05T15:34:01Z (GMT). No. of bitstreams: 1 Campos_ValeriaMariaQueirozGuimaraesde_M.pdf: 1892377 bytes, checksum: 41faf853c668c6b207962a42dd87886b (MD5) Previous issue date: 2005 / Resumo: Este estudo buscou compreender como se constrói a noção de cidadania nos livros didáticos de História de 1ª a 4ª série do Ensino Fundamental I. A partir da leitura de estudos teóricos sobre a noção de cidadania e de estudos sobre material didático compreendemos a importância de sobre a noção de cidadania construída nos livros didáticos de História. Com essa preocupação, identificamos as duas coleções didáticas mais utilizadas nas escolas da Região Oeste de Campinas, sobre as quais debruçamos nosso olhar. Centramos nossa investigação nas possibilidades e espaços existentes para abordagem de aspectos relacionados à natureza da participação. Iniciamos justificando a validade do tema, estratégico e relevante nos dias atuais, e esclarecendo os caminhos que percorremos na construção da metodologia, bem como o nosso entendimento sobre os termos que envolvem a nossa busca, a noção de cidadania e a natureza da participação. Desenvolvemos nossa reflexão respeitando as propostas temáticas apresentadas pelo material, de acordo com os PCNs, e nos remetendo aos estudos sobre a noção de cidadania para o desvendar das possibilidades. Por fim, trouxemos algumas considerações finais, com o cuidado de não esquecer que nosso caminhar envolve a leitura que fazemos, diversa de outras. Destacamos que, mesmo a passos lentos, as transformações no material didático de História se operam, e a discussão que envolve a construção da noção de cidadania, não pode se considerar acabada / Abstract: This study tried to understand how we construct the notion of citizenship in didactic books of History from the 1st to the 4 th series of Basic Education I. From the reading of theoretical studies about notion of citizenship and studying the didactic material, we understand the importance of thought of the notion of citizenship showed indidactic books of History. With this concern, we identify the two most used didactic collections in the schools of Campinas West Region, on which we look at more attentively. Our best research is on the possibilities and ways we have to relate on the nature of the participation. We start by justifying the value of the subject, strategic and relevant nowadays, and clarifying the ways we cover in the construction of the methodology, as well as our understanding on the subjects that involve our research, the notion of citizenship and the nature of the participation. We develop our reflection respecting the thematic proposals presented by the material, according to the PCNs, and reminding to the studies about notion of citizenship to see clearly all the possibilities. Finally, we brought some final considerations, with the care of not to forget that our walk involves the reading that we do, different from the others. We tried to show that, in spite of our slow steps, the transformations in the didactic material of History occurs, and the discussion that involves the construction of the notion of citizenship, cannot be considered finished. / Mestrado / Educação, Sociedade, Politica e Cultura / Mestre em Educação

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-25T14:58:29Z No. of bitstreams: 2 Dissertação - Eriziane de Moura Silva Rosa - 2016.pdf: 6578346 bytes, checksum: 9e36d3c69abc2e50d050cbe7ac6a67f6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-25T14:58:58Z (GMT) No. of bitstreams: 2 Dissertação - Eriziane de Moura Silva Rosa - 2016.pdf: 6578346 bytes, checksum: 9e36d3c69abc2e50d050cbe7ac6a67f6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-25T14:58:58Z (GMT). No. of bitstreams: 2 Dissertação - Eriziane de Moura Silva Rosa - 2016.pdf: 6578346 bytes, checksum: 9e36d3c69abc2e50d050cbe7ac6a67f6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-08 / This study analyzes the possibilities for children, in the early literacy process, seize the historical knowledge and using it in their practical life. Sought reflect on the nature of historical knowledge and his role as tool for analysis of society and a resource for the change of historical consciousness, taking as its starting point the many ways that children are building on history. Departed of the indications harvested through contextualization of history teaching in the Catalão County, in the period 2000 to 2015. The analysis pointed to the need for reframing of history teaching in the initial years. From that indication we have developed a practical experience in the classroom, with insertion classes and history workshops in a class of 1st year of literacy, following the steps indicated by Isabel Barca, with the implementation of the Thematic Unit Investigativa methodology from the perspective of History Education. In this sense, historical narratives were important to understand children's perceptions about human actions in time and expand their perceptions about reality. Results of the research and intervention showed that, when arriving to formal education, the children already presented with a historical consciousness within the exemplary type, assigning meaning to this through general rules validated in the past and, in this particular case, rules based on religious principles. It was also found that, upon contact with other visions of history, were able to seize them and use them as a reference for explaining their reality. / Este estudo analisa as possibilidades de crianças, no início do processo de alfabetização, apreenderem os conhecimentos históricos e utilizá-lo em sua vida prática. Buscou refletir sobre a natureza do conhecimento histórico e seu papel como ferramenta para análise da sociedade e como recurso para a mudança da consciência histórica, tomando como ponto de partida os diversos sentidos que as crianças vão construindo sobre a História. Partiu das indicações colhidas por meio da contextualização do ensino de História no município de Catalão, no período de 2000 a 2015. A análise apontou para a necessidade de ressignificação do ensino de história nos anos iniciais. A partir dessa indicação, desenvolvemos uma experiência prática em sala de aula, com inserção de aulas e oficinas de História em uma turma de 1º ano de alfabetização, seguindo os passos indicados por Isabel Barca, com a implantação da metodologia da Unidade Temática Investigativa, na perspectiva da Educação Histórica. Nesse sentido, as narrativas históricas foram importantes para compreender as percepções das crianças sobre as ações humanas no tempo e ampliar suas percepções sobre a realidade. Os resultados da pesquisa e intervenção demonstraram que, ao chegar ao ensino formal, as crianças já apresentavam uma consciência histórica dentro da tipologia exemplar, atribuindo sentido ao presente através de regras gerais validadas no passado e, neste caso específico, regras baseadas em princípios religiosos. Verificou-se também que, ao entrar em contato com outras visões de História, foram capazes de apreendê-las e utilizá-las como referência para explicar sua realidade.

This study examined the representation of national and religious dimensions of Iranian history and identity in Iranian middle school history textbooks. Furthermore, through a qualitative case study in a school in the capital city of Tehran, teachers’ use of textbooks in classrooms, students’ response, their perceptions of the country’s past, and their definitions of national identity is studied. The study follows a critical discourse analysis framework by focusing on the subjectivity of the text and examining how specific concepts, in this case collective identities, are constructed through historical narratives and how social actors, in this case students, interact with , and make sense of, the process. My definition of national identity is based on the ethnosymbolism paradigm (Smith, 2003) that accommodates both pre-modern cultural roots of a nation and the development and trajectory of modern political institutions. Two qualitative approaches of discourse analysis and case study were employed. The textbooks selected were those published by the Ministry of Education; universally used in all middle schools across the country in 2009. The case study was conducted in a girls’ school in Tehran. The students who participated in the study were ninth grade students who were in their first year of high school and had just finished a complete course of Iranian history in middle school. Observations were done in history classes in all three grades of the middle school. The study findings show that textbooks present a generally negative discourse of Iran’s long history as being dominated by foreign invasions and incompetent kings. At the same time, the role of Islam and Muslim clergy gradually elevates in salvaging the country from its despair throughout history, becomes prominent in modern times, and finally culminates in the Islamic Revolution as the ultimate point of victory for the Iranian people. Throughout this representation, Islam becomes increasingly dominant in the textbooks’ narrative of Iranian identity and by the time of the Islamic Revolution morphs into its single most prominent element. On the other hand, the students have created their own image of Iran’s history and Iranian identity that diverges from that of the textbooks especially in their recollection of modern times. They have internalized the generally negative narrative of textbooks, but have not accepted the positive role of Islam and Muslim clergy. Their notion of Iranian identity is dominated by feelings of defeat and failure, anecdotal elements of pride in the very ancient history, and a sense of passivity and helplessness.

This study examines the efficacy of the Canadian Memory Fund to advantage the use of digital archives for the purposes of developing historical consciousness in Canadian students and life-long learners. The perceived significance of digital archives to this end is reflected in the launch of the Department of Canadian Heritage’s (PCH) Canadian Culture Online Program (CCOP) in 2000. Employing a qualitative research design, this study examines how PCH defined the challenges to Canadians’ historical memory, and conceived of a technological solution to this inherently cultural and educational challenge. Using a case study, the strategies deployed by the CBC and Radio-Canada digital archives units, funded recipients of the CMF, to achieve the intended goals of the CCOP, and whether the resulting websites meet the technical criteria for the study of historical consciousness, are examined.

Zimbabwe is a country in southern Africa that was formerly known as Rhodesia and was established in 1890 by European settlers. Zimbabwe gained independence from the colonial regime in 1980 and has a rich historical background. This study serves to understand the use of archaeology in two selected Form 3 Zimbabwean history textbooks. The study was a case study with embedded units of analysis situated in the interpretivist paradigm analysing how and why archaeology had been used in Zimbabwean school history textbooks. Content analysis of each unit was employed to better understand this concept and the transdisciplinary relationship between historians and archaeologists is conceptualized in the textbooks. What emerged from the analysis was that archaeology was indeed made use of to explain the prehistory of Zimbabwe, it was just the depth of the archaeological content that differed between the two textbooks sampled. Archaeology was used in a nationalistic manner to show that prior to the arrival of Europeans, Zimbabwe did indeed have a thriving culture with city states, craftsmen and international trade contrary to the Eurocentric views that native Zimbabweans were primitive. In this study, it was shown that without archaeology the prehistory of Zimbabwe would remain fragmented and mixed up in romanticised versions of Great Zimbabwe being built by the Queen of Sheba or being connected to the mines of King Solomon and never really giving credit to the native inhabitants of Zimbabwe who were the true architects of a nation as great as that of Great Zimbabwe. In the light of the recent political transformations in Zimbabwe, it was however evident that the history textbooks have changed, relying less on archaeology and more on a patriotic form of history filled with oral traditions and earlier historical writings of the Arabs and Portuguese traders and explorers of old. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

Källkritiken tycks vara ett svårorienterat undervisningsinnehåll för historielärare på gymnasiet enligt resultatet av denna uppsats. Syftet var att ta reda på hur lärare reflekterar kring källkritik som undervisningsinnehåll och genom intervjuer med sju lärare har många insikter kommit till ytan. Intervjuerna visar bland annat att lärarna tycker att det är svårt att rymma källkritiken i ett pressat tidsschema och att läroplanens mål är svåra att uppnå. En prioriteringsordning där historiskt stoff ställs före källkritiken syns i många av lärarnas redogörelser och eleverna har enligt flertalet lärare svårt att applicera källkritik och uppnå höga betyg i kunskapskravet. En anledning till deras svårigheter tycks enligt vissa lärare vara deras bristande historiska förkunskaper, och intresset verkar också vara av betydelse. Många lärare efterfrågar tips på bättre uppgifter för att komma åt dessa problem och tycker att det är svårt att formulera givande uppgifter på egen hand.

This research overview aims to clarify and specify the term intercultural competence, as well as to distinguish which terms and concepts researchers use in tandem with this. Further, this research overview aims to examine how intercultural competence can be understood in the context of history education. Both from a theoretical, didactical perspective - and from a practical perspective. In other words, this research overview is akin to a three-stage rocket. First, key concepts and theories are introduced; secondly, the application of intercultural competence in relation to history didactics are examined; and lastly, the practical possibilities for the aforementioned application are presented. The method used to conduct this research overview study has been information searching. The three databases that were used are ERIC, SwePub, and DiVA. ERIC was used to ensure a rich collection of international research; SwePub and DiVA were used to collect research that portray Swedish conditions. Additional research and literature has been used, in consultation with our mentor. The key conclusions gathered from the results of this study are as follows: this field of research originated on the American continent - following the civil rights movement. In an anglo-american context, the term “multicultural education” is most commonly used. The research field has striking similarities with the field known as “critical pedagogy” - with an emphasis on reforming the educational institutions as such. The application of intercultural competence within history education and Jörn Rüsen’s three narrative competencies are not only plausible - but can be seen as dimensions of one-another. Lastly, this research overview shows how intercultural historical competence can be applied in real classroom situations - more research is needed on this particular point.

The aim with this research is to investigate how knowledge about the Holocaust is expressed in history teaching. The method we have used in this essay is to examine how others have researched this subject. We have used different research articles and articles from different countries, this is because teaching about the holocaust is not limited to just Sweden.There is a lot of research concerning the holocaust, but there are not many articles that relates to the specific topic that we had, so we had to narrow our articles down. We choose articles that focused on teaching and teaching materials, either by books or visiting a historical place connected to the holocaust. As we can see in the conclusion, most nations teach about the holocaust in different ways. This is because they have different historical backgrounds, and they have different ways on how to approach the holocaust.