A presente dissertação aponta o tratamento dado à Cultura Material nos livros didáticos de História. A amostra constitui-se de todos os livros didáticos aprovados pelo PNLD 2003, criando-se um banco de dados contendo todas as imagens neles contidas. Nesse banco de dados, as imagens são divididas em três categorias principais: vestígios arqueológicos, mediações interpretativas e fotos. A seguir, considera-se o meio (pintura a óleo, gravura, têmpera, aquarela, escultura, estruturas urbanas e rurais...) e o suporte (tela, mural, papel...) das imagens. Tabulados e quantificados os dados, comparecem quadros indicativos por culturas e por problemas. Ausências e presenças são analisadas assim como as legendas das imagens e o manual do professor, constatando-se o uso ainda meramente ilustrativo da cultura material, que se explica por sugestões referentes à formação do historiador brasileiro / The present work discusses the treatment material culture receives in history school books. The sample was constituted by all school books approved in 2003 by the PNLD program, from which a data bank was created, relating all images from the sample.In this data bank the images are divided in three main categories: archaeological data, photos and mediatic intermediate solutions. It is then considered the type(oil painting, sculpture, buildings) and the basis (canvas, paper, wall, stone) for the images. Organized and quantified the data, both cultures and problems are presented. The consideration of both presences and absences, as well as the analysis of labels and the teacher manual prompt us to suggest that the use still illustrative of material culture is much due to the background and schooling of the Brazilian historian

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-24T18:20:46Z No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) / Made available in DSpace on 2017-10-24T18:20:46Z (GMT). No. of bitstreams: 1 2016 - Andr? Luiz Correa da Silva Pereira.pdf: 910053 bytes, checksum: 3f8480a44c55122a78f79b17ebb76945 (MD5) Previous issue date: 2016-09-27 / The research has investigated possible uses of Local History in the construction of a historical knowledge in students of the sixth year of elementary school, by the reconnaissance of temporality learning. The main objective is focused on the relationship between the study of the local and temporality, questioned as a closer space to the reality of the student, and the notions of time associated with social dynamics present in the contents taught in this school phase. The underlying hypothesis that pervades all the work, from its theoretical approach to the propositions of practical use, concerns the narrow correspondence between the domain of notions of time and history education. The research initially delimited questionings at the developing of concepts about Local History present in historiography, face the challenges of interpreting multiple formulations about the meaning of the passage of time. In a second stage, to better understand the interactions between the previous knowledge of the students about the history of their city and the ideas developed about the action of time in human life, the survey included the planning and running of a Teaching Unit with two groups of sixth year. This study used diversified teaching strategies, but complementary, including some practices inspired by school ethnography, case studies and activities in the form of classroom-workshop, carried out at the beginning of the school year. Thus, it was possible to point and analyze the impressions of the students about the proposed themes, the knowledge level about the contents and the ideas related to the several time arrangements mobilized by them. In its final part, the research points to possible uses for the teaching of Local History, also including some propositions for the teachers of fifth year. This propositional dimension encompasses all the work described in this paper, since that it is preferentially directed to teachers of the sixth year that will perform a similar work, taking as a reference the reflections of this research, in all its theoretical and practical steps. / A pesquisa investigou usos poss?veis da Hist?ria Local na constru??o de conhecimento hist?rico em alunos do sexto ano do Ensino Fundamental, a partir da verifica??o de aprendizado sobre temporalidade. O objetivo principal se concentrou na rela??o entre o estudo do local, problematizado como espa?o mais pr?ximo da realidade do aluno, e as no??es de tempo associadas ?s din?micas sociais presentes nos conte?dos ensinados nesta fase de escolaridade. A hip?tese subjacente que permeia todo o trabalho, desde sua abordagem te?rica at? as proposi??es de utiliza??o pr?tica, diz respeito ? estreita correspond?ncia entre dom?nio das no??es de tempo e ensino de hist?ria. A pesquisa inicialmente delimitou questionamentos na elabora??o de conceitos sobre Hist?ria Local presentes na historiografia, face aos desafios de interpretar as m?ltiplas formula??es sobre o significado da passagem do tempo. Em um segundo momento, visando compreender melhor as intera??es entre o conhecimento pr?vio dos alunos sobre a hist?ria da sua cidade e as ideias desenvolvidas acerca da a??o do tempo sobre a vida humana, a pesquisa incluiu o planejamento e execu??o de uma Unidade de Ensino com duas turmas de sexto ano. Este trabalho utilizou estrat?gias did?ticas diversificadas, por?m complementares, incluindo algumas pr?ticas inspiradas em etnografia escolar, estudo de caso e atividades em forma de aula-oficina, levadas a efeito no in?cio do ano letivo. Desta forma, foi poss?vel evidenciar e analisar as impress?es dos alunos acerca dos temas propostos, o n?vel de conhecimento sobre os conte?dos e as ideias referentes ?s v?rias modalidades temporais mobilizadas por eles. Na sua parte final, a pesquisa aponta poss?veis usos para o ensino de Hist?ria Local, incluindo tamb?m algumas proposi??es para professores de quinto ano. Esta dimens?o propositiva engloba todo o trabalho descrito nesta disserta??o, uma vez que a mesma est? direcionada preferencialmente ao professor de sexto ano que poder? realizar um trabalho similar, tomando como refer?ncia as reflex?es desta pesquisa, em todas as suas etapas te?ricas e pr?ticas.

O presente trabalho é resultado de uma experiência pedagógica sobre a utilização e a produção de filmes nas aulas de História, realizada entre os anos de 2007 e 2008, com alunos do 9o ano do ensino fundamental de duas escolas da rede particular de São Paulo. Durante este período, a produção cinematográfica foi utilizada de duas maneiras: como objeto de análise e como modalidade narrativa. Na primeira, o objetivo foi a alfabetização do olhar; as obras foram exploradas em seus elementos constitutivos enredo, personagens, trilha sonora, cenários, montagem, tomadas de câmera, símbolos presentes nas cenas etc. , abordando-os tanto individualmente como de modo relacional e estudando seu papel na construção de uma narrativa coesa. Na segunda, os alunos produziram um filme ficcional, tendo como recorte histórico os governos de Getúlio Vargas e utilizando os estudos a respeito dos recursos do cinema como linguagem nas várias etapas da produção: seleção de recorte temático, elaboração de um discurso e sua transformação em um roteiro possível construção do enredo, personagens e elementos de cena , filmagem, seleção da trilha sonora, montagem, colocação dos créditos. A técnica escolhida foi o sequenciamento de imagens por computador, por ampliar as possibilidades de criação para além da atuação de pessoas na tela, bem como por favorecer a utilização de mídias na escola. Diante da rigidez da constituição de um currículo para o ensino de História, que afasta o aluno de sua ação social, pôde-se perceber que a realização deste trabalho permitiu que tivessem uma leitura mais aberta da História, ampliando o seu repertório frente ao ensino e à escola, pois nos filmes, mesmo quando aparentemente havia uma reiteração de uma memória de reprodução de informações, notava-se a presença de mensagens aludidas e até alegóricas, ou seja, a crítica foi potencializada por meio da especificidade da linguagem do cinema. O resultado não foi a relativização do ensino de História, e sim a realização de um exercício através do qual, a partir da realidade presente e das representações que os alunos possuíam ou adquiriram no interior e fora da escola, houve uma valorização do conhecimento. / The present work is the result of a pedagogic experiment on uses and production of movie pictures in History classes, undergone between 2007 and 2008, with fundamental grades 9th level students of two private schools in Sao Paulo. During this period, cinematographic production was used in two ways: as an object for analysis and as a narrative resource. In the first one, education of the glance was the goal; film works constitutive elements were explored screen plot, personages, soundtrack, scenarios, editing, camera views, symbols present at scenes etc. , treated both individually and relationally, and studying their role on building a cohesive narrative. In the second one, students made a fictional film, having Getulio Vargas government period as a frame and using their knowledge on filmmaking elements in all stages of production: selection of thematic frame, elaboration of a speech and its transformation into a possible screenplay building the plot, personages and scene elements , filming, selection of soundtrack, editing, credits. The chosen technique was image sequencing by computer, for it enhances creation possibilities beyond peoples acting on a screen, as well as it favors the use of media in school. Given the rigidity on establishing a curriculum for History teaching, in which students are set apart from their social action, it was observed that this work has enabled them to have a more open-minded History reading, expanding their repertoire in terms of the learning process and the school, for in their films, even when apparently there was a reiteration of a memory of information reproduction, we noted the presence of alluded and even allegoric messages, that is, criticism was enhanced by means of the specificity of cinema language. The result was not to relativize History teaching, but to perform an exercise which, from present-day reality and from representations that students had or had gained inside and outside the school, lead to a gain in the value of knowledge.

A presente dissertação tem como objetivo analisar de que maneira a escravidão africana é representada nas aulas e materiais didáticos utilizados no Ensino Fundamental. O enfoque do trabalho parte da hipótese de que as aulas de História, estruturadas a partir de uma concepção ocidental de viés liberal da periodização histórica, dificultam a introdução de enfoques narrativos alternativos que valorizem a cultura e a população afro-brasileira, mantendo uma visão negativa sobre a população negra, principalmente por meio da forma como ocorre o ensino sobre a escravidão africana. A pesquisa teve sua fundamentação teórica baseada no conceito gramsciano de hegemonia - da maneira que foi apropriado pelos Estudos Culturais britânicos - e pelo conceito de consciência histórica formulado pela Teoria da História, de Jörn Rüsen. Os dados empíricos foram coletados em duas escolas públicas da cidade de São Paulo - uma da rede estadual e outra da rede municipal por meio de pesquisa etnográfica nas salas de aula, questionários e entrevistas. Também foram analisados as diretrizes disciplinares de História das duas redes de ensino e os materiais didáticos utilizados por professores e estudantes. Após a pesquisa, concluiu-se que a narrativa histórica sobre a escravidão ensinada nas escolas, dentro de uma periodização ocidental com viés liberal, implica na construção de uma identidade afro-brasileira carregada de negatividade, fator que dificulta a ressignificação das relações étnico-raciais dentro das estratégias propostas pela Lei Federal 10.639/2003. / This dissertation aims to analyze in what manner African slavery is represented in classes and teaching materials used in elementary school. The work focus rests on the assumption that History classes, structured on a liberal bias Western conception of historical periodization, hinder the introduction of alternative narrative approaches that value the culture and africanBrazilian population, maintaining a negative outlook on the black population, specially by the manner of teaching African slavery. The research had its theoretical foundation based in the Gramscian concept of hegemony in the way it was adopted by the British Cultural Studies - and in the concept of historical consciousness formulated in the Theory of History, by Jörn Rüsen. Empirical data were collected in two public schools in the city of São Paulo - one of the state government and the other of the municipal network - through ethnographic research in classrooms, questionnaires and interviews. Guidelines for History teaching and class materials used by teachers and students of both school systems were also analyzed. After research it was concluded that the historical narrative about slavery taught in schools, within a Western periodization with liberal bias, implies the construction of an african-Brazilian identity laden with negativity, which hampers the reframing of ethnic-racial relations within the strategies proposed by federal law 10.639 / 2003.

The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis? The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced. The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex. At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.

In this study, international recommendations for history education issued by UNESCO and the Council of Europe are compared with the construing of history in national guidelines, teachers’ perceptions and the results of students’ work in history in Sweden. The study shows how history education from the 1960s onwards could be critical and oriented towards minorities in a global world, clearly in line with the recommendations of UNESCO. International understanding, unity in diversity and safeguarding the local heritage in many ways became part of students’ historical consciousness. / History Beyond Borders; Historia utan gräns

While disparities between the declared and the enactive curriculum have been widely observed, the significance of what is actually taught has not been investigated. This study proposes that the enactive curriculum is not merely deviant from the declared curriculum; rather, it is part of the curriculum-making process. Teachers necessarily produce the curriculum as an object of study which students encounter in the classroom. This object of study expresses the teacher’s conception of what students need to learn, and is intelligibly related to what they do learn. To explore this idea, the research project focused on the study of physics and history at Year 12, where teachers used a common curriculum and worked to a common external examination. Teachers of these subjects were interviewed about their practice and what they wanted students to learn. A phenomenographic analysis of these interviews showed a systematic relationship between the teacher’s focus and the embedded metaphors s/he used to describe students’ learning. In physics and history, the teachers’ conceptions formed a parallel sequence. What was to be studied was described in a widening context: from a narrow focus on facts or algorithms, to a wider view of a body of knowledge or theory, to a relational view where the physicist or the historian was seen to construct theoretical interpretations or readings of relevant detail. There was corresponding variation in the questions and tasks in which students were engaged.

Η παρούσα εργασία διερεύνησε τις απόψεις των μαθητών σχετικά με τη σχολική ιστορία. Στόχοι της έρευνας αποτέλεσαν η ανάδειξη της εικόνας που έχουν σχηματίσει οι μαθητές για την ιστορία και η διατύπωση προτάσεων για τη σημαντικότητα της συμμετοχής τους τόσο στη λήψη αποφάσεων κατά το σχεδιασμό του Αναλυτικού Προγράμματος της ιστορίας και κατ’ επέκταση των υπολοίπων σχολικών μαθημάτων, όσο και στον τρόπο διδασκαλίας του μαθήματος. Η έρευνα διεξήχθη κατά το σχολικό έτος 2011- 2012 με δεκατέσσερις μαθητές ηλικίας 14- 15 χρόνων από διαφορετικά σχολεία της Πάτρας. Συγκεντρώθηκαν τα ποιοτικά δεδομένα από τις 14 ημι-δομημένες τύπου συνεντεύξεις οι οποίες αποσκοπούσαν στη διερεύνηση των απόψεών τους σχετικά με το μάθημα της ιστορίας με έμφαση στη γνώμη τους για τη χρησιμότητα, το ενδιαφέρον ή μη του μαθήματος, τα συναισθήματα που τους δημιουργεί, την άποψή τους για τον τρόπο διδασκαλίας του μαθήματος, τον ορισμό και τα χαρακτηριστικά που έχει η ιστορία για αυτούς, το σκοπό της διδασκαλίας της στην εκπαίδευσή τους, για τις προτάσεις που θα έδιναν στους υπευθύνους της δημιουργίας του Αναλυτικού Προγράμματος του μαθήματος, για τη σχέση τους με την ιστορία εκτός του σχολικού πλαισίου. Τα αποτελέσματα έδειξαν ότι για τους μαθητές η σχολική ιστορία είναι δημοφιλές μάθημα, για το οποίο έχουν άποψη και ότι το ενδιαφέρον του μαθήματος εξαρτάται κυρίως από τον τρόπο διδασκαλίας του. Αναγνώρισαν την αξία της σχολικής ιστορίας στην εκπαίδευσή τους και εξέφρασαν την επιθυμία τους να εμπλέκονται ενεργά στη μαθησιακή διαδικασία. / This study investigated pupils’ perceptions on history as a school subject in Greece. The aims of the study were to highlight the image pupils have formed for history subject and to make suggestions about the importance of their participation in decision-making during history curriculum designing and by extension the other school subjects, as well as in teaching approaches. The survey was conducted during the school year of 2011 - 2012 with fourteen students aged 14 to 15 years from different schools of Patras. Qualitative data were drawn from 14 semi-structured interviews which aimed to explore pupils’ views on history subject with emphasis on their opinion about the usefulness, interest, their feelings arising from history learning, their view on teaching approaches, the definition and the characteristics of history, the purpose of history teaching in education, the proposals pupils would give to the education policy makers and other history learning sources outside school context. The results showed that history is a popular subject according to pupils. They think that their interest for school history depends mainly on teaching approaches. They acknowledged the value of school history and they expressed their willingness to be actively involved in the learning process.

Submitted by FABIANA DA SILVA FRANÇA (fabiana21franca@gmail.com) on 2018-02-23T18:22:07Z No. of bitstreams: 1 Arquivo Total.pdf: 1553019 bytes, checksum: 4b7556623ac5331db26f046d7cfdc75f (MD5) / Made available in DSpace on 2018-02-23T18:22:07Z (GMT). No. of bitstreams: 1 Arquivo Total.pdf: 1553019 bytes, checksum: 4b7556623ac5331db26f046d7cfdc75f (MD5) Previous issue date: 2016-10-06 / This work related to the research line History of the Post Program of Education Degree in Education Federal University of Paraíba - UFPB aims, analyze the publications of the Education Magazine pedagogical guidelines for primary schools and also relate the curriculum proposal these journals with the Teaching of History. Investigating these sources the conceptions of teaching and educational practices that were aimed at the training of teachers of primary education at the time that Brazil and specifically the Paraíba lived conceptions of the New School State when are established educational by intellectuals reforms in the late 1930. In the pedagogical proposal of the Education Journal, found themselves established guidelines for the curriculum of primary schools, rules of living, moral and civic lessons, disciplinary rules, as well as guidelines for the health of body and mind, and disclose all administrative acts of the Department of Education. In this discussion, we appropriate the concept of representation used by Chartier (1991) to discuss how the History Teaching in the first few letters schools was being introduced as a curriculum component, noting from that, who was the one that needed to be instructed in Paraibana Education during a decade of production of the Education Magazine. / O presente trabalho, vinculado à linha de pesquisa História da Educação, do Programa de Pós-Graduação em Educação da Universidade Federal da Paraíba – UFPB, tem como objetivo analisar nas publicações da Revista do Ensino as diretrizes pedagógicas para as escolas primárias e, ainda, relacionar a proposta curricular desses periódicos com o Ensino de História. Investigamos nessas fontes as concepções de ensino e as práticas educacionais que eram voltadas para a formação dos professores do Ensino Primário no momento em que o Brasil e, especificamente, a Paraíba viviam as concepções do Estado escolanovista, quando se instauraram as reformas educacionais pelos intelectuais na década de 1930. Na proposta pedagógica da Revista do Ensino, encontravam-se estabelecidas orientações para o currículo das escolas primárias, regras de conviver, lições morais e civis, regras disciplinares, para a saúde do corpo e da mente, além de divulgações sobre todos os atos administrativos do Departamento de Educação. Nesta discussão, nos apropriamos do conceito de representação utilizado por Chartier (1991), para discutir como o Ensino de História nas escolas de primeiras letras era introduzido como componente curricular. A partir disso, constatamos quem era o outro que necessitava ser instruído na Educação Paraibana durante uma década de produção da Revista do Ensino.

The diploma thesis consists of theoretical and practical part. The theoretical part is devoted to the concept of integrated thematic teaching, the history of silver ore mining and coinage in Kutná Hora. The practical part presents the integrated thematic education for pupils of the secondary school, which was verified in practice at secondary school in Suchdol. The mining of silver ore and silver coinage in Kutná Hora was explained theoretically and practically to pupils. Pupils worked with school historical sources and literature relevant to the subject. Part of the practical part was a field trip to the Italian Court in Kutná Hora. In the teaching were used methods, which support brain-compatible learning according to the concept of integrated thematic teaching (for example an interview, a group work, a photography, a brainstorming, etc.). Part of the diploma thesis is also evaluation of the practical implementation of the proposal. There are reviewed not only the benefits but also the pitfalls of integrated thematic lessons.