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.

Nas décadas de 1980 e 1990, no Brasil, desenvolveu-se nos meios acadêmicos de História um amplo consenso para o combate a um suposto ensino tradicional, que deveria ser substituído por um processo de renovação. Como um eco tardio, o debate em torno do assunto foi claramente permeado pelo fervor militante presente nas duas décadas de ditadura militar e pelos bem-sucedidos esforços em prol da redemocratização. Seus proponentes tomaram a Nova História como fonte primordial para canalizar os esforços em prol da renovação do ensino de História. Esta tese toma como referência a obra de Hannah Arendt, que não era historiadora, tampouco educadora em sentido estrito talvez por essa razão seu olhar seja fecundo para se contrapor àquele consenso renovador , e procura mostrar que, nas circunstâncias em que se deu, tal consenso inclinou-se para a rejeição pura e simples do dito ensino tradicional e para o uso recorrente do pressuposto de que só é possível conhecer e compreender aquilo que nós mesmos fizemos. Ao mesmo tempo, e contrariando seus propósitos libertários, aquele consenso renovador procurava, sem o admitir, substituir a iniciação dos jovens nos meandros da História por uma oficina da História com vistas a transformá-los em pequenos historiadores. Ao revelar esse conjunto de atitudes, tomadas por uma comunidade autorreferente, o presente trabalho pretende reforçar a indiscutível distinção entre universidade e escola implicitamente negada pelos referidos renovadores, além de recuperar o sentido formativo da História à luz da obra de Hannah Arendt, sobretudo no que diz respeito ao significado que a autora confere à narrativa histórica. Do mesmo modo, procura mostrar que a pretendida renovação, ao transportar a teoria e a prática historiográficas para as práticas de ensino dessa disciplina, acarretou o obscurecimento do sentido formativo da História. Partindo de uma metáfora musical utilizada por Arendt no prefácio de Entre o passado e o futuro, a tese se emoldura tal qual uma suíte. A política, a história e a educação representam três vozes distintas e relacionadas da reflexão teórica de Arendt que convergem, ao final, para iluminar o sentido formativo do ensino de História. / During the 1980s and 1990s, in Brazil, a widespread consensus has been developed inside the academic community of History against a supposed traditional teaching, which should be replaced by a renovation process. As a late echo, the discussions about this issue were clearly influenced by the militant fervor characteristic of the two decades of military dictatorship and by the successful initiatives for the reestablishment of democracy. The proposers adopted the Nouvelle Histoire as the primal source to conduct the efforts in favor of the History teaching renovation. This thesis takes as an important reference the work of Hannah Arendt, who was not a historian, neither an educator in a strict meaning perhaps this is the reason why her perspective is so fertile to make an opposition to that renovator consensus , and intends to demonstrate that, in the circumstances in which it happened, the consensus tended to the simple and pure rejection of the so-called traditional teaching and to the recurrent use of the conjecture that only is possible to know and understand what we did by ourselves. At the same time, and contradicting its libertarian purposes, that renovator consensus looked for although it did not admit replacing the initiation of young people in the meanders of History by a workshop of History in order to convert them into small historians. By revealing this set of attitudes, adopted by a self-referential community, this work aims to emphasize the unquestionable distinction between university and school implicitly denied by the mentioned renovators; it also aims to recover the formative sense of History in light of Hannah Arendts work, particularly in relation to the meaning that the author attributes to the historical narrative. Furthermore, it attempts to show that the desired renewal, by carrying the historiographical theory and practice to the teaching practices of this discipline, led to the obscuration of the formative sense of History. Based on a musical metaphor used by Arendt in the preface to Between past and future, the thesis is framed just like a suite. Politics, history and education represent three distinct and related voices of Arendts theoretical reflection which converge, at the end, to illuminate the formative sense of History teaching.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-14T11:54:20Z No. of bitstreams: 1 ritadecassiamesquitadealmeida.pdf: 2518621 bytes, checksum: 500bc6d615740a6713fea0bdf21f976a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:10:11Z (GMT) No. of bitstreams: 1 ritadecassiamesquitadealmeida.pdf: 2518621 bytes, checksum: 500bc6d615740a6713fea0bdf21f976a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T13:10:21Z (GMT) No. of bitstreams: 1 ritadecassiamesquitadealmeida.pdf: 2518621 bytes, checksum: 500bc6d615740a6713fea0bdf21f976a (MD5) / Made available in DSpace on 2016-10-04T13:10:21Z (GMT). No. of bitstreams: 1 ritadecassiamesquitadealmeida.pdf: 2518621 bytes, checksum: 500bc6d615740a6713fea0bdf21f976a (MD5) Previous issue date: 2011-03-31 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / A proposta desta Dissertação de Mestrado está em pensar e refletir, sob o ponto de vista da Educação e, mais especificamente, do Ensino de História, sobre questões relacionadas aos diversos tipos de aprendizagem possíveis num espaço não-escolar, mas profundamente arraigado em nosso cotidiano: a cidade. Dessa maneira, Palimpsestos Urbanos: aprendizagens históricas em tramas de memória da cidade é um trabalho cujo o foco de olhar está em perceber como a problematização das várias camadas de tempo existentes numa cidade é necessária para se pensar em Ensino de História com a cidade e, assim, propiciar o desenvolvimento de competências necessárias para a aprendizagem da História. Como eixo de questões de investigação, tem-se: De que maneira a análise da cidade e de seus lugares de memória nos permite pensar sobre novas formas de experienciar a cidade? / A discussão feita a partir da relação entre histórias de vida, pensadas a partir de um lugar de memória da cidade, e o patrimônio preservado pode ser uma ferramenta para o Ensino de História com a cidade? / O que a ação de pensar as relações individuais estabelecidas entre o patrimônio material (edificações, monumentos, sítios históricos, etc.) e imaterial (ofícios urbanos e outros), e as formas de orientação dos sujeitos nos espaços urbanos permite traçar novas estratégias para uma Educação Patrimonial que privilegie as diversas perspectivas presentes para um mesmo bem cultural? A pesquisa realizou-se em um lugar de memória (Nora, 1993) consagrado, tanto pela população como pelo poder público, da cidade de Juiz de Fora-MG, e, a partir de observações, selecionou-se nove pessoas, definidas aqui como praticantes ordinários (Certeau, 1994), ou seja, aqueles que, cotidianamente (Certeau, 2009) consomem e vivem aquele lugar. Com as entrevistas, conclui-se que esses praticantes ordinários são portadores de racionalidade e sensibilidade (Galzerani, 2010) para refletir sobre o patrimônio da cidade. Afastando-se da Educação Patrimonial Clássica (Grunberg, 2007), que defende a ideia de um processo educativo tendo o patrimônio como foco principal, a pesquisa se propõe a discutir uma nova forma de se pensar práticas educativas na cidade, enfatizando as relações e os diferentes tipos de percepções que podem ocorrem entre praticantes ordinários e o bem cultural, estimulando a narrativa desses sujeitos. Pensar sobre o que representa para a Educação e o Ensino de História desvelar a dinâmica da experiência urbana e a dinâmica que se estabelece pela relação com o urbano entre tempo, Memória, cotidiano e narrativas, eixos essenciais, porque estão espontaneamente pela cidade e pautam a vida das pessoas na sua relação igualmente espontânea com processos educativos não-escolarizados. Cada sujeito, portanto, passaria a ser considerado um sujeito-narrador em potencial. / The proposition of this Master Dissertation is of thinking and reflecting, on the point of view of Education and, more specifically, of History teaching, over issues related to the various possible types of learning in an out-of-school space but also deeply ingrained in our day-by-day: the city. Thus, Urban palimpsests: historical learning through plots of city history is a work of which focus is in perceiving how the questioning of several layers of time existing in a city is required to think about History Teaching with the city, that way promoting the development of necessary skills to the learning of History. As axis of investigation questions, there are: In which manner the analysis of the city and its memoir locations allow us to think about new ways of experiencing the first? / Can a discussion made from the relation between life histories, thought from a memoir location of the city, and the preserved heritage, be a tool for History Teaching with the city? / What the action of thinking individual relationships established between the material (buildings, monuments, historic sites, etc..) and immaterial (urban crafts and others) heritage, and the forms of orientation of subjects in urban areas allows to be drawn as of new strategies for a Heritage Education that privileges the diverse perspectives for a same cultural wellness? The research took place at a memoir location (Nora, 1993) set out by both, the population and the government of the city of Juiz de Fora, MG and, through observations, nine people were selected, defined here as ordinary practitioners (Certeau, 1994), ie, those who daily (Certeau, 2009) consume and live that place. With the interviews, it was understood that these ordinary practitioners are carriers of rationality and sensibility (Galzerani, 2010) to reflect over the heritage of the city. Stepping away from the Classical Heritage Education (Grunberg, 2007), which defends the idea of an educational process with the heritage as the main focus, the research puts itself into discussing a new way of thinking educational practices in the city, highlighting the relationships and different types of perceptions that may occur among ordinary practitioners and the cultural wellness, stimulating the narrative of these subjects. Think about what it represents for Education and History Teaching to unveil the dynamics of urban experience and the dynamics which establishes itself through the relationship with the urban within Time, Memory, the Everyday Life and Narratives, essential axes, as they lie spontaneously in the city and guide the lives of people in their also spontaneous relationship with non-scholar educational processes. Each subject, therefore, would be considered a potential narrator-subject.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-22T17:39:03Z No. of bitstreams: 1 fabianarodriguesdealmeida.pdf: 1765398 bytes, checksum: 5a96c4754a8dde57bc5321f28a7b2d65 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:59:25Z (GMT) No. of bitstreams: 1 fabianarodriguesdealmeida.pdf: 1765398 bytes, checksum: 5a96c4754a8dde57bc5321f28a7b2d65 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-23T11:59:54Z (GMT) No. of bitstreams: 1 fabianarodriguesdealmeida.pdf: 1765398 bytes, checksum: 5a96c4754a8dde57bc5321f28a7b2d65 (MD5) / Made available in DSpace on 2017-02-23T11:59:54Z (GMT). No. of bitstreams: 1 fabianarodriguesdealmeida.pdf: 1765398 bytes, checksum: 5a96c4754a8dde57bc5321f28a7b2d65 (MD5) Previous issue date: 2012-06-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O apelo à Memória, na contemporaneidade, tem chamado a atenção de muitos pesquisadores quanto aos seus usos e apropriações por parte de diferentes grupos e movimentos sociais, seja como forma de conter as avalanches de esquecimentos próprias de um mundo em constantes mudanças, seja como elemento de fortalecimento de identidades múltiplas. Os efeitos que tais discursos e práticas de Memória produzem na sociedade, normalmente, compõem o universo de significação do aluno, antes mesmo de ele entrar na escola e se deparar com o saber histórico de referência presente, por exemplo, nos livros didáticos de História. À luz de Pierre Nora, a relação entre História e Memória, enquanto campos de saberes específicos, mas que, em certa medida, se complementam, constitui o principal campo de reflexão nesta pesquisa. Considerando, sobretudo, a forma como esses saberes são refletidos no Ensino de História brasileiro. Portanto, a presente dissertação tem por objetivo analisar o acervo de livros didáticos de História aprovados pelo Programa Nacional de Livro Didático 2011, a fim de perceber como a distinção entre os campos de saber da Memória e da História é evidenciada e teorizada pelos autores no interior dos livros didáticos de História. O percurso de investigação pautou-se, primeiramente, na leitura individual das dezesseis coleções didáticas de História, cada uma composta de quatro volumes referentes aos 6º, 7º, 8º e 9º anos do ensino fundamental, além dos 9 PPGE/UFJF – HISTÓRIA E MEMÓRIA NOS LIMITES DO (IN) VISÍVEL: Reflexões do saber histórico escolar nos livros didáticos de História. Manuais do Professor, a fim de perceber, através das regularidades e ausências, a frequência com que ambos os campos de saber são mobilizados conceitualmente e enquanto estratégia didática por parte dos autores para a formação do pensamento histórico. Posteriormente, tornou-se possível produzir um olhar de conjunto sobre o perfil das obras didáticas de História em circulação no território nacional, mapeando os cenários de invisibilidade ou visibilidade em que a distinção entre os campos da Memória e da História assumem nesses livros. Como fonte de embasamento teórico, busquei referências em autores que se dedicam especificamente aos estudos do campo da Memória. Entre eles, destaco os diálogos com Paul Ricoeur, para discutir as operações de lembranças e esquecimentos; Maurice Halbwachs, para pensar a questão da Memória como construção coletiva que se dá no interior de uma comunidade afetiva; Andreas Huysen e Michael Pollak, para discutir a temática da Memória na contemporaneidade. Entre outros grandes interlocutores, ressalto, também, o diálogo fundamental que estabeleci com o historiador Jorn Rüsen, dada a sua reflexão sobre os processos de formação da consciência histórica nos sujeitos, nos quais as operações de Memória assumem lugar de destaque. / The recurrence to memory, nowadays, has drawn researchers’ attention to their uses and appropriations by different groups and social movements as a way to contain the forgetting avalanche, typical of a constant changes’ world, also as an element of the multiple identities’ consolidation. The effects that such discourses and memory practices produce in the society, typically, make up the student’s universe of meaning, even before he enters school and face with their historical knowing reference, for example, in history textbooks. According to Pierre Nora, the relationship between history and memory, in the specific knowledge domain, but I some way complement each other, is the major consideration in this research, especially considering how such knowledge is reflected in the Teaching of History in Brazil. Therefore, this paper aims to examine the collection of history books, approved by the National Textbook 2011 in order to understand how the distinction between domain of memory and history knowledge is evidenced by the authors and theorized within of history textbooks. The investigation method was based, primarily, on sixteen teaching history collections individual reading, each consisting of four volumes, on the 6th, 7th, 8th and 9th primary education grades, in addition to the Professor’s Manual, in order to realize through the regularities and absences, the frequency with which both domains of knowledge are conceptually mobilized and while teaching strategy, according with the authors, to the formation of historical thinking. Later, it became possible to produce an overall view about the history textbooks 11 PPGE/UFJF – HISTÓRIA E MEMÓRIA NOS LIMITES DO (IN) VISÍVEL: Reflexões do saber histórico escolar nos livros didáticos de História. profiles in circulation above the country, mapping out of invisibility or visibility scenarios that the distinction between memory and history domains in these books are assume. As a theoretical support source, has been quest for references from authors who dedicated specifically to memory domain studies. It is possible to highlight the dialogue with Paul Ricoeur, to discuss the operations of memory and forgetfulness; Maurice Halbwachs, to question the assume of memory as a collective construction that occurs within an affective community; Huysen Andreas and Michael Pollak, to discuss the theme of memory in contemporary times. Among other major stakeholders, it is also essential to emphasize that the dialogue established with the historian Rüsen Jorn, given its reflection on the processes of historical consciousness formation in the subjects in which the operations of memory assume a prominent position.

The purpose of this study is to examine how teachers in both secondary school and high school teach about the Holocaust. I have examined how six teachers educate about the Holocaust and I have used qualitative interviews during the process. I have also examined what kind of strategy the teachers apply while teaching. My study shows that there is a big difference in the teaching between the secondary school and the high school. The reason behind the difference is that the teachers in secondary school have more scheduled time for lessons about the Holocaust, in comparison to the teachers in high school. The secondary school teachers examine the students about the Holocaust like an individually subject through discussions and specialization, while the teachers in high school examine the Holocaust like a part of the second world war. Once again the reason for this set-up is lack of time. Another difference is that the secondary school teachers have visited different concentration camps with their students. They have also organized appearance of survivors from the Holocaust. The high school teachers have done none of that. One thing that the secondary school teachers and high school teachers have in common is that they use different kind of movies in their teaching. There is however no pattern in how teachers in the different type of schools use any specific strategy while teaching about the Holocaust. The teachers education is different despite that they follow the same regulatory documents.

Orientador: Corinta Maria Grisolia Geraldi / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T10:03:57Z (GMT). No. of bitstreams: 1 Pereira_MarceminoBernardo_D.pdf: 1386509 bytes, checksum: d6e08f220a78daf2f661d91907acda94 (MD5) Previous issue date: 2014 / Resumo: Essa é uma investigação narrativa em primeira pessoa contando as experiências de um professor de História do Ensino Fundamental, com foco no ensino/aprendizagem por meio da escrita de textos. Enquanto contava a sua história, o professor pode perceber e entender o quanto os seus próprios registros de aula se encontravam articulados àquela modalidade de ensino. Nesse sentido, é também uma narrativa sobre a escrita de professor na formação docente. A reconstrução das condições enunciativas de produção dos textos dos alunos aqui analisados considerou essa articulação e revelou o quanto a aula que acontece na perspectiva dialógica, sob os cuidados da escuta, pode permitir a emergência de singularidades e promover relações de princípios porque lastreadas por ações responsivas e responsáveis. Essa perspectiva implica também reconhecer a relação professor/aluno e ensino/aprendizagem para além das posições fixas, mas enquanto relação de alteridade, onde nos fazemos uns aos outros na linguagem. Por conta desses movimentos de deslocamento dados pelo outro em nós, essa investigação encontra suporte teórico e metodológico principalmente nos estudo de M. Bakhtin e W. Benjamin. As lições dessa pesquisa, entendidas como aquilo que se aprende das histórias narradas, decorrem principalmente do entendimento de que os textos escritos pelos alunos são, nessas condições enunciativas descritas, textos de história / Abstract: This is a narrative research in first person telling the experiences of a History teacher of an Elementary School, focusing on teaching / learning process through writing texts. While telling his story, the teacher could realize and understand how his own learning logs were articulated to that type of education. Therefore, it is also a narrative about the teaching writing in teacher education. The reconstruction of enunciative condition of production of students texts, analyzed here, considered this articulation and it revealed how the class, which happens through a dialogical perspective, under listening care, can allow the emergence of singularities and promote principle relations because are backed by responsive and responsible actions. This perspective also implies to recognize the teacher / student relation and teaching / learning process beyond fixed positions, but as the relationship of alterity, where we make each other in language. Due to these traversing movements given by the other in us, this research is supported theoretically and methodologically mainly based on the studies of M. Bakhtin and Walter Benjamin. The lessons of this research, understood as what you learn from the stories narrated, mainly result from the understanding that the texts written by the students are, under those enunciative conditions described, history texts / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Orientador: Tatiana Noronha de Souza / Resumo: O ensino de História no Brasil pode ser caracterizado por suas tradições inventadas, conceito definido por Hobsbawm. Em seu processo de constituição como código disciplinar, a História esteve vinculada à ideia de nacionalidade, cuja função foi normatizar e legitimar a estrutura social brasileira desigual. Foi desde o século XIX uma composição elitista - uma construção intelectual baseada em figuras selecionadas como os fundadores da nacionalidade, articulados dentro de uma totalidade hermética e inevitável cujo ente principal era a figura do Estado centralizado e sua função a manutenção do status quo. Contudo, desde o final do regime de exceção ocorrido nos anos 1980, o ensino de História passa por um processo de reconstituição e desenvolve entre outras questões a crítica a esta ideia de um passado homogêneo e harmonioso. Como não se trata de uma situação resolvida, ainda é possível a existência de reminiscências desde os primeiros anos de escolarização por conta das condições educacionais brasileiras. Nesta linha, esta pesquisa busca investigar os resultados de pesquisas sobre a atividade do professor que ensina História nos primeiros anos do Ensino Fundamental em teses e dissertações que realizaram pesquisa de campo, tentando definir as principais dificuldades deste profissional, que, em geral, não possui formação específica e verificar se ocorre a manutenção de temáticas que exaltam a mitologia da pátria, visto que funcione como mecanismo de harmonização social. A discussã... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: History teaching in Brazil can be characterized for its invented traditions, concept defined by Hobsbawm. In its constitution process as a school subject, History had been linked to the idea of nationality, which function was normalizing and legitimizing the unequal Brazilian social structure. It was since XIX Century an elitist composition – an intellectual construction based on chosen figures such as the founders of nationality, articulated within a hermetic and inevitable totality which principal entity was the centralized State and its function: the sustenance of the status quo. However, since the end of the exception regime occurred in the 1980s, History teaching passes by a process of reconstitution and development, among other questions, the critic to this idea of a homogeneous and harmonious past. As this is not a resolved situation, it’s still possible the existence of reminiscences since the first years of schooling because of the Brazilian educational conditions. In this line, this research seeks to investigate the results of researches about the activity of the professional who teaches History in the early grades of the elementary school in theses and dissertations that conducted field research, trying to define the principal difficulties of this professional and verifying if occurred the maintaining of subjects that exalt the homeland mythology. The discussion has its beginning in the historical presentation about how the History teaching was structured in Brazil... (Complete abstract click electronic access below) / Mestre

The purpose of this study is to examine levels shown to aim historical consciousness in history teaching in Swedish Elementary school. The study aims to answer the following questions: What levels of historical consciousness are found in history teaching? What are the reasons behind the levels shown of historical consciousness? The methods used in this study are qualitative research methods interview and observation. The analysis is based on Jörn Rüsens theory of functions of historical narrations for historical consciousness. The study has shown and concluded that there were very low levels to aim historical consciousness in history teaching based on principles of Jörn Rüsens theory.

Abstract The language that is used in the schoolbooks in the subject history seems to be problematic for many students. Its abstract nature and the preparation of events require that history teachers need to make didactic choices that allow students to acquire the subject language. Whit students’ lack of everyday language makes it difficult for students, but also for teachers, as language development should be thought in all subjects in school. Thus, students’ lack of vocabulary generates, not just in the subject of history, that students have difficulties with reading comprehension. Processing the content before, meanwhile and after is something that has a positive effect on students’ language development, but it needs to be connected to their prior knowledge and the context. Furthermore, it is important that students understand the language in which the teaching takes place but also that they are cognitively challenged, which makes demands on the teacher´s didactic choices when it comes to the character of the languages that is used in the teaching. The purpose of this study is, therefore, to study how history teachers, that teach students in the age of nine to twelve, provide language development in the language of history. To gain an insight into, and understand the teachers, semi-structured interviews were used. The theoretical choice for the study was the socio-cultural perspective and as a tool for the analyses of a teaching model named by Cummis were used. The results of the study showed that the two youngest female teachers were the teachers who, through their conscious didactic choices, gave the student the opportunity to develop their language of history. The other teachers also did some didactic choices that gave some development in the language of history to the students, but they were not as conscious about their choices as the youngest teachers. The conclusion that could be drawn was that the younger teachers are probably more aware of what science says about the didactic choices, therefor their teaching methods provide more language development for the students. They may also have the advantage of being examined in conjunction with, or following, the new curriculum, which raises awareness of the demands of language in the subject of history but also the fact that language development should take place in all subjects in school

The purpose of this work is to investigate how the school’s digitization has affected history teaching for students with neuropsychiatric disabilities. In order to fulfill the purpose, the following question has been formulated: “What consequences does the school’s digitization generate for students with neuropsychiatric disabilities within the frame of history teaching?” The method for this work is based on systematic literature research through three databases, SwePub, Google Scholar and ERIC. These three databases were used to produce articles to further strengthen our question. The searches were done in both Swedish and English to get the largest possible selection of items. The results show that the school’s digitization has a positive impact on students with various neuropsychiatric disabilities but also all students. However, there are a limited number of studies that show the positive effects on NPF students. But based on the research found, it can be stated that digital tools play a crucial role in the child developing knowledge in order to achieve the goals in their education.