Den här studien tar sin utgångspunkt i en av de förändringar som införandet av läroplanen 2011 innebar, nämligen att mellanstadieelever ska ges möjlighet att utveckla sin förmåga att föra historiska resonemang. Syftet är att bidra med kunskap om relationen mellan lärares planering för och mellanstadieelevers utveckling av historiskt resonerande och ämneslitteracitet. Genom deltagande observation följdes två lärare när de planerade arbetsområdet medeltiden och när lektionerna genomfördes i en klassi årskurs 5. Det empiriska materialet består av ljudupptagningar och fältanteckningar från planeringstillfällen, helklasslektioner, grupparbeten och elevtexter. Epistemologiskt utgår studien från antagandet att kunskap är socialt situerad, vilket är gemensamt för de teorier som används. Det historiska resonerandet sker i ett socialt sammanhang och ställer krav både på förmågan till historiskt tänkande och på förmågan att uttrycka sig i historia. I studien kombineras därför historiedidaktiska teorier om historiskt tänkande och resonerande med historiespecifik litteracitet. Resultatet visar att eleverna kan föra enkla former av historiska resonemang. Uppgifterna och den stöttning eleverna erbjuds i undervisningen är de redskap med vars hjälp de ges möjligheter att utveckla denna förmåga och att utveckla historiespecifik litteracitet. Uppgifterna i studien domineras av att vara öppna och manar eleverna till att vara aktiva och att samarbeta, men de organiserande begreppen och resonemangsformerna är ofta implicita. Den planerade stöttningen karaktäriseras av att gå från gemensamt arbete med uppgifter i helklass, till i smågrupper och avslutningsvis att genomföra dem individuellt. Eleverna ges med andra ord rika tillfällen till interaktion vilket är ett viktigt stöd i att utveckla det historiska resonerandet, däremot skulle de organiserande begreppen och det historiespecifika skrivandet kunna explicitgöras i större utsträckning. Det nära samarbetet i studien mellan lärarna och forskaren gör att studien kan vara en del i att fylla gapet mellan teori och praktik och mellanrummet mellan akademi och skola. Studien bidrar dessutom till den vetenskapliga grunden för mellanstadiets historieundervisning. / This study is based on one of the changes introduced by the Swedish curriculum in 2011, namely that middle school students should be given the opportunity to develop their ability to reason historically. The overall purpose of the study is to contribute knowledge about the relationship between teachers’ planning for and middle school students’ development of historical reasoning and disciplinary literacy with examples from a subject area about Swedish Middle Ages. The study examines the opportunities that students in grade 5 are offered to develop the ability to reason historically and to develop disciplinary literacy in history teaching. Epistemologically, the study is based on the assumption that knowledge is socially situated, which is common to the theories used. Historical reasoning takes place in a social context and demands both the ability to think historically and the ability to express oneself in history. The study therefore combines history didactic theories about historical thinking and reasoning with history-specific literacy. The research questions originate from problems and difficulties that history teachers in middle school experience in their teaching. To get answers to these questions, the practice-based research approach Educational design research has been used. Through participant observation, two teachers were followed in the planning and implementation of history teaching in a class in grade 5 for 12 weeks. The empirical material consists of audio recordings and field notes from planning sessions and whole class lessons, audio recordings of group works and collection of student texts, both individual and collective. The licentiate thesis consists of two peer-reviewed articles, both published, and a commentary: Article 1 sheds light on middle school teachers’ conceptions of what historical reasoning entails specifically in writing and how teachers plan their lessons based on this. Seven planning sessions and one concluding conversation were followed through participant observation. A phenomenographic and a thematic analysis was made to answer the research questions. The results show that the teachers conceive of written reasoning in history as a) understanding the historical content, b) the active use of content concepts, c) shifting between time and space perspectives and d) perceiving text qualities. The results also show that teaching, according to the teachers, needs to include the use of teaching materials, be visually supportive, collaborative, reflective and attentive to text structure and linguistic patterns. Article 2 contributes knowledge about the opportunities that history teaching offers 5th grade students regarding historical reasoning, focusing on both historical thinking and history-specific literacy. The empirical material was collected during 15 lessons and analysed based on a model of historical reasoning and on theory of history-specific texts. The analysis is supported by a grammatical focus on temporality and causality. The result shows that middle school students use simple text activities such as retelling in historical reasoning about continuity and change. To a lesser extent, more complex textual activities, such as explanation and argumentation, which are important for historical reasoning about causes and consequences. However, oral processing of historical material offers opportunities to try more complex forms of historical reasoning and text activities. In the commentary the articles are related to each other through a synthesising analysis. The result of this analysis shows that middle school students are able to engage in simple forms of historical reasoning. The tasks and the scaffolding offered to students in the classroom are the tools that enable them to develop this ability and to develop history-specific literacy. The tasks in the study are predominantly open-ended and encourage students to be active and collaborative, but the organising concepts and forms of reasoning are often implicit. The planned scaffolding is characterised by moving from joint work on tasks in whole class, to small groups and finally to individual work. In other words, students are given ample opportunities for interaction, which is an important scaffolding in developing historical reasoning, but the organising concepts and history-specific writing could be made more explicit. One of the reasons why this is not already done may be that middle school teachers are often qualified in several subjects and thus may not have acquired sufficient knowledge of history, history didactics, and disciplinary literacy during their university education. In addition, the design of the history syllabus seems to have been influenced by history didactic research that has been carried out mainly in relation to older students. This also means that the middle school teachers do not have much scientific research to refer to, which means that they try out by themselves. With this study, I want to contribute to filling the research gap in Swedish context when it comes to historical reasoning in the middle school.

In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

Pendant l’année scolaire 2012/13, la France et l’Allemagne célèbrent le cinquantième anniversaire du Traité de l’Elysée. Ce traité bilatéral, signé le 22 janvier 1963 par le président de la République française Charles de Gaulle et le chancelier allemand Konrad Adenauer, a scellé un partenariat d’exception entre la France et l’Allemagne dans le domaine de l’éducation. A la suite du traité, en 1969, des premiers cursus bilingues français-allemands ont été établis dans les lycées allemands et français. Les élèves allaient ainsi devoir améliorer leurs connaissances de la langue française ou allemande afin de créer une nouvelle élite franco-allemande pour une Europe commune construite comme une troisième puissance dans le contexte de la Guerre froide. L’Enseignement d’une Matière par l’Intégration d’une Langue Etrangère (= EMILE) se répandit rapidement à partir des années 1990 suite au contrat de Maastricht. Aujourd’hui, l’Enseignement d’une Discipline Non-Linguistique (= DNL) existe pour plusieurs langues et matières dans tout l’espace européen. Ce type d’enseignement est très prisé dans le cadre de la politique linguistique européenne afin de promouvoir le « plurilinguisme ». En France, les sections internationales ont été mises en place en 1981 et les sections européennes en 1992. La France et l’Allemagne ont été les premières à créer un double diplôme, « l’abibac » (en 1994), qui permet aux élèves d’intégrer les établissements d’enseignements supérieurs du partenaire plus facilement. La thèse vise à une comparaison et évaluation de la plus-value didactique de l’enseignement bilingue en Histoire en France et en Allemagne. Depuis les origines de ce type d’enseignement, les didacticiens des langues vivantes se mettent facilement d’accord pour affirmer que celui-ci contribue à développer les compétences linguistiques des élèves ; mais les historiens ont des avis divergents concernant l’acquisition des compétences liées à l’apprentissage de l’Histoire. C’est pourquoi cette thèse cherche à donner des éléments de réponse aux questions suivantes : Dans quelle mesure l’enseignement apporte-t-il une plus-value pour le savoir et les compétences historiques de l’élève ? Peut-on parler de l’acquisition d’une compétence franco-allemande ou/ et européenne ? Pour cela, l’auteure emprunte le concept allemand de la « conscience historique » (« Geschichtsbewusstsein ») comme instrument heuristique et le situe dans une perspective européenne. Ainsi, elle constate que l’enseignement bilingue permet aux jeunes de s’orienter dans des contextes européens en s’appuyant sur les savoirs et des savoir-faire historiques spécifiques acquis dans les filières à condition que cet enseignement soit basé sur une coopération étroite entre les acteurs des deux pays. L’auteure présente le développement de cette coopération dans le contexte historique et culturel du rapprochement franco-allemand et situe ainsi la problématique dans une perspective de longue durée / In 2013, France and Germany are celebrating the fiftieth anniversary of the Élysée Treaty. This bilateral treaty, signed on 22 January 1963 by the President of the French Republic Charles de Gaulle and the German Chancellor Conrad Adenauer, sealed an exceptional partnership between France and Germany in the field of education. Following the treaty in 1969, the first bilingual French-German classes were established in German and French high schools. The students had to improve their knowledge of the French or German language in order to create new elite for a common Europe built as a third power in the context of the Cold War. The concept of Content and Language Integrated Learning (= CLIL) spread rapidly from the 1990s onwards following the Maastricht contract. Today, it is highly valued in the context of European language policy in order to promote "multilingualism". In France, the international sections were set up in 1981 and the European sections in 1992. France and Germany were the first to create a double diploma, the "AbiBac", created in 1994, enables the students to pass the German and the French Secondary School examination simultaneously. The priority is to develop intercultural skills through the reciprocal knowledge of the two cultures. The thesis aims at a comparison and evaluation of the didactic added value of bilingual education in France and Germany and deals the following questions: To what extent does bilingual teaching add value to the student's historical knowledge and skills? Can we observe an acquisition of a Franco-German and/or European competence? For this, we use the German concept of "historical consciousness" ("Geschichtsbewusstsein") as a heuristic instrument and place it in a European perspective. In the first part of this thesis, we present the development of this cooperation in the historical and cultural context of the Franco-German cooperation. The second part deals with the daily teaching practice and die the cross cultural potential of history teaching as CLIL. Thus, we note that bilingual education enables young people to orient themselves in European contexts by using their specific historical knowledge and skills acquired in school, provided that the education is based on close cooperation between the actors of the two countries. The interdisciplinary and intercultural approach of this project, the association of university research and practical experience in High-schools are the keys of this thesis.

Syftet med den här studien var att undersöka hur lärare förhåller sig till samt arbetar med formativ bedömning i mellanstadiets historieundervisning. För att nå denna kunskap har kvalitativa semistrukturerade intervjuer genomförts med totalt tre lärare som undervisar i ämnet historia för årskurs 4–6. Under samtliga intervjuer fick lärarna möjligheten att lyfta fram sina egna tankar, kunskaper och erfarenheter av formativ bedömning och därtill möjligheten att berätta om sitt formativa arbetssätt i historieundervisningen. Lärarnas redogörelser har sedan legat till grund för analys där lärarnas formativa strategier och arbetssätt har belysts med utgångspunkt i den teori som den aktuella studien bygger på. Det huvudsakliga resultat som denna studie visar var att de tre lärarna som medverkat i studien har ett likartat synsätt på formativ bedömning, då samtliga lärare talar om att formativ bedömning generellt sett handlar om att utveckla elevernas lärande. Studien har även visat att lärarna har en positiv inställning till att arbeta med formativ bedömning i sin historieundervisning, men att förutsättningar såsom tid och ork har en avgörande betydelse för hur lärarna bedriver sitt formativa bedömningsarbete i ämnet historia. Utöver detta har det konstaterats att de tre lärarna i studien arbetar med formativ bedömning i historieämnet på ett relativt liknande sätt. Lärarna arbetar främst med formativ bedömning i sin historieundervisning genom att förklara och tydliggöra lärandemålen för eleverna, skapa olika läraktiviteter och uppgifter för att synliggöra elevernas förkunskaper och lärande, samt genom att föra samtal och diskussioner tillsammans med eleverna i syfte att skaffa sig kunskap om vad eleverna kan. Eleverna får även ofta arbeta i par eller i grupp i ämnet historia för att de ska ges möjligheten att ta del av varandras kunskaper. Dessutom arbetar samtliga lärare i studien formativt i sin historieundervisning genom att ge återkoppling till eleverna, framförallt i syfte att de ska utvecklas i sitt fortsatta lärande. Dock har det visat sig att en av lärarna sticker ut från övriga lärare med anledning av att läraren arbetar med att göra eleverna införstådda med historieundervisningens mål och krav på ett mer utvecklat sätt än övriga lärare i studien. / The main purpose of this study was to examine how teachers relate to and work with formative assessment in middle school’s history teaching. To achieve this knowledge, qualitative semistructured interviews have been conducted with three teachers who teach in the school subject history in grades 4–6. During all the interviews, the teachers were given the opportunity to share their own thoughts, knowledge and experiences of formative assessment and also the opportunity to tell about their way of working with formative assessment in their history teaching. The reports of the teachers have been the basis for analysis where the teachers’ formative strategies and working methods have been declared based on the theory which the present study is based. The main results of this study show that the three teachers have a similar approach to formative assessment because all teachers point out that formative assessment is generally about developing pupils’ learning process. The study has also shown that the teachers have a positive attitude towards working with formative assessment in their history teaching, but conditions such as time and energy have a decisive impact on how the teachers work with formative assessment in the subject of history. In addition, it has been found that the three teachers work with formative assessment in the subject of history in a relatively similar way. The teachers work primarily with formative assessment in their history teaching by clarifying the learning goals, creating different learning activities and tasks in order to make pupils’ previous knowledge and learning process visible and also by conducting conversations and discussions with the pupils in order to find out pupils’ knowledge. The pupils may also work in pairs or in groups in the subject of history with the intention of learning from each other. Furthermore, all teachers in the study work with formative assessment in their history teaching by providing feedback to the pupils, especially with the aim of developing pupils’ learning process. On the other hand, it has been found that one of the teachers stands out from the other teachers due to the fact that the teacher makes the pupils understand the goals and the requirements of the school subject history in a more developed way than the other teachers in the study.

Este trabalho abordou alguns aspectos do ensino de História nos anos iniciais de formação escolar Primário - em São Paulo entre 1930 e 1960, através de análise de memórias de exalunos, coletadas por meio de entrevistas sob orientações metodológicas da história oral. Inicialmente, o objetivo foi identificar possíveis relações entre o ensino de história no passado e no presente. Contudo, a pesquisa instigou a necessidade de um estudo de aprofundamento de contexto histórico escolar específico, suas práticas e suas transformações. Assim, confrontou-se: a situação do então primário no Estado de São Paulo; os programas oficiais de ensino; livros didáticos e o depoimento de ex-alunos do Ensino Primário, considerando o contexto sócio-político da época / This essay is about some specific outlooks involving the teaching of History in Elementary School in São Paulo during the years of 1930 through 1960. Its purpose is to contribute to the understanding of todays History classes in São Paulos Elementary Schools. Several current educational public policies came from that period. Brazils Official Curriculum textbooks used in school and ex-students reports where compared to the Real Curriculum. In order to do this, considering its social- political context, Elementary Schools current situation, official learning programs, some textbooks and ex-students reports where analysed

A pesquisa investigou aspectos da aprendizagem histórica a partir do trabalho com o patrimônio cultural. O objetivo foi identificar e analisar as representações das crianças sobre tempo, passado e história durante o trabalho com conceitos históricos relativos ao passado da comunidade local, tendo como referência a memória e a história da escola e do bairro. A hipótese era que o patrimônio cultural, como portador de sentidos diversos (históricos, políticos, culturais e sociais), potencializasse a significação de conceitos históricos e o estabelecimento de relações diferenciadas das crianças com a disciplina. Para articular as questões que envolvem a construção do conhecimento histórico e analisar aspectos da aprendizagem, foi realizada uma investigação qualitativa a partir de atividades com o patrimônio histórico-cultural da localidade onde vivem e estudam os sujeitos participantes da pesquisa. Partiu-se de referências teóricas relativas às pesquisas sobre o ensino da História bem como das propostas de ação educativa em museus e outros espaços históricos. Para compreender os processos de construção individual e coletiva do conhecimento adentrou-se os campos da psicologia do desenvolvimento e aprendizagem de base sócio-interacionista e da psicologia social, com a teoria das representações sociais. A compreensão destes processos foi articulada às referências das pesquisas sobre a especificidade da aprendizagem histórica e da construção do pensamento histórico pelas crianças. A pesquisa empírica foi realizada em uma escola da rede municipal de São Paulo, com uma turma de 36 alunos, entre 10 e 14 anos, do primeiro ano do ciclo II do ensino fundamental (5ª série), durante as aulas de História. A observação participante centrou-se no acompanhamento, descrição e análise dos significados que as crianças atribuíram a conceitos e informações históricas. Buscou-se identificar como os estudantes representam o conhecimento histórico trabalhado em diferentes momentos e suportes: a memória pessoal e coletiva, os registros e evidências históricas, as hipóteses e inferências levantadas pela professora, por outros adultos envolvidos e pelas próprias crianças. A pesquisa contribuiu para evidenciar as idéias e representações do conhecimento histórico pelas crianças - o que as crianças apreendem, quais os sentidos e significados construídos quando aprendem História. Possibilitou também a compreensão do papel dos processos de construção de representações mentais e sua interação com as representações sociais nas formas como os alunos se aproximam, interpretam, compreendem e expressam o conteúdo histórico na escola e em outros espaços. Foram explicitadas as especificidades do pensamento histórico e a multiplicidade de formas deste no processo de construção do conhecimento. A partir do trabalho com o patrimônio, memória e história local as crianças iniciaram um processo de ressignificação de suas concepções acerca de conceitos de tempo, passado e história. / The research investigated historical learning aspects based on the work with the cultural patrimony. The objective was to identify and to analyze the representations of children about time, past and history during the work with historical concepts about to the past of the local community, having the memory and history of the school and of the neighborhood as a reference. The hypothesis was that cultural patrimony, as a bearer of several senses (historical, political, cultural and social), would potentiate the significance of historical concepts and the establishment of differentiated relations of children with the discipline. A qualitative investigation was carried out to coordinate the issues that involve the building of historical knowledge and to analyze learning aspects, with a basis on activities with the historical-cultural patrimony of the place where the research subjects live and study. The starting point consisted of theoretical references relating to research about the teaching of History and of the proposals of educative action at museums and other historical places. To understand the processes of individual and group knowledge building, the work included penetration in the fields of psychology of development and learning of the socio-interactionist base and of social psychology, with the theory of social representations. The understanding of these processes was articulated with the references of researchs about the specificity of historical learning and of the building of historical thought by children. The empirical research was carried out at a school from the municipal network of Sao Paulo, with a class of 36 students between 10 and 14 years of age, from the first year of cycle II of elementary school (5th grade), during the History classes. The participant observation concentrated on the monitoring, description and analysis of the meanings that the children attributed to historical concepts and information. An attempt was made to identify how the students represent historical knowledge worked on at different times and on different bases: personal and collective memory, historical records and evidence, the theories and inferences brought up by the teacher, by other adults involved and by the children themselves. The research contributed to evidence the ideas and representations of historical knowledge by the children - what children learn, the senses and meanings formed when they learn History. It also permitted an understanding of the role of mental representation building processes and their interaction with social representations in the ways students approach, interpret, comprehend and express historical content at school and in other places. An explanation was provided about the specificities of historical thought and the multiplicity of its forms in the knowledge building process. Based on the work with the local patrimony, memory and history, the children embarked on a process of providing new meaning to their conceptions about concepts of time, past and history.

Nessa pesquisa, o ensino de História é investigado considerando duas esferas. A primeira compreende a análise retrospectiva das produções acadêmicas e das propostas curriculares elaboradas pela rede municipal de ensino de São Paulo no período 1982-2012, de maneira a contextualizá-las em relação às disputas político-ideológicas e epistemológicas em torno da configuração da História no currículo escolar da escola básica, bem como localizar as teorias pedagógicas e historiográficas que as fundamentam. A segunda implica a abordagem de inspiração etnográfica, que pressupõe processos interativos entre o pesquisador e a realidade observada possibilitando focalizar o currículo construído na sala de aula, por meio do levantamento e análise das práticas cotidianas dos professores de História em uma escola do município. Em específico, o estudo centrou-se nos processos de apropriação e reconfiguração das orientações curriculares oficiais frente às exigências postas ao ensino da disciplina, no contexto da sala de aula, de maneira a capturar os processos sociais envolvidos nas relações de trocas culturais ocorridas no cotidiano escolar. A análise das informações sobre as práticas, coletadas ao longo do ano letivo de 2012, permitiu esboçar um entendimento sobre as estratégias e práticas utilizadas pelos professores de História, em face das propostas curriculares oficiais. Diante do desafio de configurar o currículo real ao longo do processo ensino-aprendizagem, os docentes procuram adequar as orientações ao contexto escolar, modelando os processos de seleção e organização dos conteúdos, o ritmo do processo de ensino e os critérios de avaliação dos alunos. A prática dos professores tem a ver com os significados que eles atribuem a tais orientações, os quais são perpassados pelos saberes provenientes da sua formação acadêmica e experiência na docência, bem como por aspectos da cultura escolar e da especificidade do ensino de História. Esse amálgama resulta em processos de ensino-aprendizagem em que estão presentes recortes do ensino tradicional e noções e conceitos contemporâneos, veiculados pelas pesquisas mais recentes sobre o ensino da disciplina na escola básica. / In this research, the teaching of History is investigated considering two spheres: the first comprises the retrospective analysis of academic productions and curriculum proposals drawn up by the municipal education system in the period 1982-2012, in order to contextualize them in relation to political-ideological and epistemological disputes around the History configuration in the curriculum of primary school as well as locate the educational and historiographical theories that underlie them. The second part implies the ethnographic inspiration approach, which involves interactive processes between the researcher and the observed reality allowing the focus on the curriculum built in the classroom, through the survey and analysis of History teachers daily practices at a municipal school. In particular, the study focused on the processes of appropriation and reconfiguration of the official curriculum guidelines front the demands placed to the discipline teaching in the context of the classroom, in order to capture the social processes involved in the relations of cultural exchanges occurred in the school routine. The analysis of information on practices, collected throughout the school year 2012 , made it possible to outlinean understanding of the strategies and practices used by History teachers facing the official curriculum proposals. Faced with the challenge of setting up the actual curriculum throughout the teaching-learning process , teachers seek to adapt the guidelines to the school context , modeling the processes of selection and organization of content , the pace of the teaching process and student assessment criteria. The practice of teachers has to do with the meanings they attribute to such guidelines , which are steeped by knowledge from their academic background and teaching experience , as well as aspects of school culture and specificity of the History teaching . This amalgamation results in teachinglearning processes excerpts of \"traditional\" teaching and notions and concepts \"contemporaries\", conveyed by the latestresearch on the teaching of the discipline in primary school.

Esta é uma pesquisa que se inscreve nos estudos autobiográficos. Por meio de relatos de sujeitos que construíram sua experiência como professores de História na rede pública estadual, procurou-se investigar dimensões do trabalho docente no Estado de São Paulo. O objetivo é deslindar como os sujeitos percebem a sua existência como professor, constroem a sua identidade, avaliam seu percurso no trabalho docente. Assim, por meio das rememorações, histórias de vida, o que se quer é apreender a historicidade de seu desenvolvimento profissional e, dessa forma, os múltiplos processos que ajudaram a constitui-lo na totalidade dos processos formativos. O texto que ora apresentamos centrou-se na análise em três fatores da prática docente. Em primeiro lugar, descrevemos e analisamos os dilemas da formação inicial, Básica e Superior, um processo de ensino e aprendizagem que foi marcado por práticas docentes fragmentadas, sem inter-relação entre as disciplinas e a falta de um trabalho pautado no diálogo. A seguir, analisamos a trajetória do ensinar História na escola, entrecruzando as falas dos professores entrevistados com documentos oficiais, buscamos discutir as finalidades dessa disciplina escolar, seus métodos de ensino e as controvérsias em torno da idéia de professor \"tradicional\", perspectivas que dicotomizam um ensino \"centrado no aluno\" versus um ensino \"centrado no professor\". Finalmente, analisamos o lócus no qual esses sujeitos exerceram a sua experiência docente: a escola pública estadual. Assim, são discutidas questões relativas às condições de trabalho, a deterioração da escola, o trabalho solitário. Efetuamos também uma discussão acerca da idéia de cidadania por meio da elaboração do projeto político-pedagógico da escola numa perspectiva da cidadania ativa, participativa, na qual os sujeitos que compõem a comunidade escolar possam discutir suas necessidades e as finalidades. Por meio deste estudo concluímos como a escola pública se deteriorou, principalmente, com as \"políticas públicas\" neoliberais, na qual a cidadania é percebida como uma relação de mercado e participação como sinônimo de trabalho voluntário na escola. Dessa forma, ocorre um processo de expulsão de professores da rede pública estadual. / This research concerns autobiographic studies. Based on accounts made by subjects who have built their experience as History teachers of state public schools, it seeks to investigate different dimensions of the teachers\' work in São Paulo State. Its aim is to reveal how the subjects perceive their existence, build their identity and evaluate their own path as teachers. Through their memoirs and life histories, it intends to apprehend the historicity of their professional development, and so the multiple events that contributed to constitute them, as a whole formation process. The text presented here is centered on the analysis of three factors of the teaching practice. First, we describe and analyze the dilemmas of the teachers\' initial education, both in Basic Education and University, a teaching and learning process affected by fragmented teaching practices, disconnection among curriculum subjects and the lack of dialogue between teacher and students. Secondly, we analyze their path of teaching History at school. By crossing the teachers\' accounts and official documents, we sought to discuss the objectives of this school subject, its teaching methods and the controversies around the idea of \"traditional teacher\", which opposes a \"student-centered teaching\" to a \"teacher-centered teaching\". Finally, we analyze the locus where these subjects have lived their teaching experience: state public schools. Issues concerning work conditions, school deterioration, solitary work are discussed in this session, as well as the the idea of citizenship at the school context, through the elaboration of the political-pedagogic project under the perspective of active and participatory citizenship, through which the subjects who compose the school community may discuss their needs and goals. We concluded, thorugh this study, that public school has deteriorated, especially due to neoliberal \"public policies\", which perceive citizenship as a market relationship, and participation as a synonym of voluntary work at school. It all leads to a process of banishment of teachers from public school.

A pesquisa trata da produção literária infantil de Viriato Corrêa (1884-1967) dedicada ao ensino de História para alunos da escola primária, a partir da análise da obra História do Brasil para crianças (1934). Fundamenta-se nos pressupostos da História Cultural articulada à História da Educação, baseando-se em análises referentes aos conceitos de disciplina escolar e livro didático. A obra de Viriato é pesquisada em suas articulações com as propostas para o ensino de História na escola primária, cujo objetivo, a partir da década de 1930 até o início dos anos 60, era a construção de uma identidade nacional patriótica. Nessa perspectiva, analisa a concepção de História do autor e a especificidade da narrativa por ele criada, em uma obra que se tornou didática, mas que, igualmente, se insere no âmbito da literatura infantil. Analisa também a produção didática de História que circulava na escola primária, comparando-a com esse livro de leitura, que foi bastante lido pela infância brasileira, tornando-se um best-seller, com 28 edições, grandes tiragens e tendo circulado durante cinqüenta anos no mercado editorial brasileiro. A narrativa de Viriato Corrêa está calcada na idéia de História como mestra da vida, a partir das lições do vovô (personagem criado pelo autor) - que possui experiência e foi partícipe de alguns momentos de nossa história -, na transmissão para as crianças de um conhecimento histórico que valoriza os grandes fatos e heróis nacionais de nosso passado. O autor segue a tradição do gênero didático livro de leitura, ao incorporar valores cívicos e patrióticos, mas contempla também fatos pitorescos, curiosos e, até mesmo, anedóticos uma história vistosa -, objetivando despertar nas crianças o interesse e o gosto pela história pátria. Finalmente, a pesquisa aborda a produção da obra de Viriato Corrêa junto à Companhia Editora Nacional (CEN), demonstrando a importância dos diversos agentes que participam da elaboração e difusão do livro, bem como enfatiza os aspectos de sua materialidade na construção de uma leitura para o público infantil. Nessa perspectiva, esta tese incorpora o debate historiográfico sobre as autorias do livro escolar, destacando o papel do ilustrador e do editor na composição de uma relação entre textos e imagens para tornar o livro um artefato cultural mais vendável. / The research deals with the childhood literary production of Viriato Corrêa (1884-1967), dedicated to the History teaching for students of elementary school, from the analysis of the work History of Brazil for children (1934). It is based on assumptions of Cultural History articulated to the History of Education, based on analysis concerned to the concepts of discipline and school textbook. Viriatos work is studied in its relations with the proposals for the teaching of History in elementary school, which goal, from the 1930s until the early 60s, was the creation of a patriotic national identity. From that perspective, it analyses the authors History conception and specificity of the narrative created by him in a work that became didactic, but that, also, inserts itself in the field of childhood literature. It also analyzes the didactic production of History that circulated in the elementary school, compared with that reading book, which was really read by Brazilian childhood, becoming a bestseller with 28 editions, great print runs and having circulated for fifty years in the Brazilian publishing market. The narrative of Viriato Corrêa is based on the idea of History as a master of life, from the Pops lessons (character created by author), who has experience and has been participant in some moments of our history, in the transmission of a historical knowledge to children, which highlights the major events and national heroes of our past. The author follows the tradition of didactic gender book reading to incorporate civic and patriotic values, but also includes picturesque facts, curious, and even anecdotal a flash history, aiming to arouse in children the interest and taste for patriotic History. Finally, the research deals with the production of Viriato Corrêas work near the National Publishing Company (CEN), demonstrating the importance of the various agents involved in the preparation and distribution of the book, and emphasizes the aspects of its materiality in the construction of a reading for the childhood public. At this perspective, this thesis incorporates the historiographical debate about the authorship of the school book, highlighting the role of the illustrator and the editor in the composition of a relationship between texts and images in order to make the book a cultural artefact more salable.

Este estudo teve por objetivos investigar a relação entre os paradigmas historiográficos, (Positivismo, Historicismo, Materialismo Histórico, Escola dos Annales) e o ensino de História, buscando identificar se, na História escolar, há predominância de um desses paradigmas. A metodologia utilizada foi a da pesquisa qualitativa com aplicação de questionários a um total de 68 estudantes do Ensino Médio, em duas escolas estaduais da cidade de São Paulo. Pelas perguntas dos questionários busquei identificar quais concepções de História e de ensino de História permeiam o universo dos referidos estudantes. De modo mais específico, indaguei acerca de como definem o que é História; o que concebem como funções do historiador e do professor de História; qual a noção de data histórica; quais os conhecimentos históricos aprendidos e aqueles que gostariam de aprender e quais recursos metodológicos são utilizados pelos professores de História. A análise desse corpus documental foi realizada tendo como principal aporte teórico a coletânea de Teoria da História de José DAssunção Barros (2014a; 2014b; 2013; 2014c; 2012), tomando como foco a noção de acordes historiográficos. Tal noção sinaliza para a dificuldade de se cerrar autores e obras num único paradigma historiográfico, haja vista que as fronteiras entre concepções de História e métodos de pesquisa histórica são tênues. Ou seja, a análise historiográfica de Barros concebe ferramentas para que se possa identificar a existência de características do Positivismo no Historicismo mais conservador, assim como características do Historicismo renovado ou mesmo do Materialismo Histórico em proposições historiográficas da Escola dos Annales. Além disso, essa variedade de visões em relação à História provoca o enriquecimento teórico desse campo de conhecimento. Os resultados da pesquisa levam a ressaltar que, para além das proposições de Barros, centradas no campo da escrita da História, também no ensino de História, isto é, no universo de estudantes participantes desta pesquisa, coexistem diversas concepções de História. Sendo assim, é possível inferir que há uma inter-relação de diferentes paradigmas historiográficos no ensino de História e a noção de acordes historiográficos coube, também, para caracterizar o conhecimento histórico escolar. / This study had as objectives investigate the relation between the historiographic paradigms (Positivism, Historicism, Historic Materialism, Annales School) and the teaching of History, seeking to identify if, in scholastic History, there is the predominance of any one paradigm. It was used as methodology quantitative research with the application of questionnaires to a total of 68 high school students in two state schools in the city of São Paulo. Through the presented questions I sought to identify which concepts of History and History teaching permeate the universe of said students. More specifically, I questioned how they define History; what they see as the role of historians and History teachers; what is their understanding of a historical date; what are the historic knowledges they learn and what they would like to learn, and what are the methodologic resources used by History teachers. The analysis of this documental corpus was made with the theoretical support of the Teoria da História book collection by José DAssunção Barros (2014a; 2014b; 2013; 2014c; 2012), focusing on the concept of historiographic chords. This concept signalizes to the difficulty of placing authors and their works into a single historiographic paradigm, due to how thin are the frontiers between History concepts and historical research methods. That is, Barros historiographic analysis provides tools to identify the existence of Positivism characteristics in a more conservative Historicism, just as renovated Historicism or even Historic Materialism characteristics in historiographic propositions in the Annales School. Also, this variety of visions related to History provokes the theoretical enrichment of this field of knowledge. The researchs results indicate that, well beyond Barros propositions centered on the field of written History, also is the teaching of History affected. That is, in the universe of the participating high school students participating in this research, various concepts of History coexist. Therefore it is possible to infer that there is an interrelation of different historiographic paradigms into the teaching of History, and that the concept of historiographic chords also fits in characterizing scholastic historic knowledge.