Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-07T17:06:31Z No. of bitstreams: 1 Dissertacao_Tania Miranda.pdf: 1133897 bytes, checksum: baf2445da72416c929f52b94b547d17d (MD5) / Rejected by NELIJANE MENEZES(rubi2276@gmail.com), reason: Verificar título on 2013-05-08T13:40:00Z (GMT) / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-08T13:49:25Z No. of bitstreams: 1 Dissertacao_Tania Miranda.pdf: 1133897 bytes, checksum: baf2445da72416c929f52b94b547d17d (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-08T19:02:38Z (GMT) No. of bitstreams: 1 Dissertacao_Tania Miranda.pdf: 1133897 bytes, checksum: baf2445da72416c929f52b94b547d17d (MD5) / Made available in DSpace on 2013-05-08T19:02:38Z (GMT). No. of bitstreams: 1 Dissertacao_Tania Miranda.pdf: 1133897 bytes, checksum: baf2445da72416c929f52b94b547d17d (MD5) Previous issue date: 2006 / Este trabalho - No Labirinto das Concepções e das Práticas do Ensino da História Recente - a memória da resistência à ditadura militar no Brasil - é o resultado de uma pesquisa que objetivou, analisar se e de que forma a história recente se incorporou ao cenário do ensino de História, a partir da investigação de três espaços de aprendizagem: na cidade de Salvador, uma Escola da rede privada de ensino e outra da rede pública e no município de Irecê, o Curso de Licenciatura em Pedagogia de Irecê-UFBa. A investigação se deu através da temática: A memória da resistência à ditadura militar no Brasil, no que diz respeito tanto ao conteúdo quanto à metodologia utilizada, com ênfase na importância da história oral para tal processo de ensino e aprendizagem. Discutiram-se as concepções e as práticas do ensino de História e os resultados mostraram que a história recente não chega, efetivamente, às nossas salas de aulas, mesmo sendo este fato alvo de preocupação por parte de professoras e professores. / Salvador

Made available in DSpace on 2017-07-21T20:31:45Z (GMT). No. of bitstreams: 1 Federico Alvez Cavanna.pdf: 1096936 bytes, checksum: b2d6526421860ccdd3221c82dbd36d86 (MD5) Previous issue date: 2009-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / At 2004, the Frente Amplio (left parties and movements coalition) won the parliamentary and presidential elections. One of the first changes was a revision of the military period, in the juridical aspects, including human rights, and also in the educational aspect, that is, the scholar teaching about dicatatorship has entered in the agenda, and with it the advantages and problems of the teaching of recent history. From the motivations and difficulties that emerged to the incorporation of the teaching of recent history at Uruguay, the notion of ?laicidade? (laity) ? of large usage on the public debate ? as one of the strongest conditionants who grow difficult the history didactics renewing. The main objective is to understand the characteristics and working of the usage of the ?laicidade? notion, on what it refers to the history teaching. To this field of the education, there are different visions and usages of the ?history as scholar subject? and its teaching and learning processes, that are considered adequated or not according to the individual position about the theme of the ?laicidade?. With resource to documental analysis and to the production and interpretation of written interviews, it was analysed two groups of individuals involved in this debate. At a side, the politicians of the tradicional political parties (Blancos and Colorados), from their parliamentary and journalistic speeches; at the other side, the history teachers, from among were interviewed 15 teachers during the actual year. The main theorical references were the texts on historical consciousness and history didactics of J?rn R?sen (2001, 2007, 2007b) and the analysis about the relationships with the knowledge done by Bernard Charlot (1986, 2001, 2005,2006). The renewing of the history teaching in general, that represents the arrival of recent history at the classrooms stays conditioned by the indefinable notion of ?violate laicy? (violar a laicidade) in a big proportion. It was constated that the original meaning of the notion - linked to avoiding the teaching of religious dogmas in the classes ? is completely changed by a ?political shape? that unites this notion with the idea of a objective and neutral education. Because of this, the ?usage? of the laicy concept revealed to be a key to enter the analysis in the different ?usagens of teached history? and over the vision that is got ?about? and ?from? the different individuals that make the teaching and learning process (except the students that were no part of this research). By a side, the politicians consider ?laic? and, because of this, accepted, a history without conflicts ? lineal, nationalist and liberal (and, of course, objective and neutral) that honour the supposed tabula rasa that the student would represent. The teachers divide in whose fear problems caused in the confrontation of those ?social accepted? rules (and ends ?institucionalizing? themselves accepting those rules) and the ones who see a trap in the desired objectivity or neutrality. The prominence of this research is at identifying the ?laicidade? as a notion at the same time indefiniable and insindiously condicionater of the practices, individuals and knowledges to the history teaching in Uruguay. The research allows proposing a revision of the ?laicidade? notion, in the meaning of maintaining this role of definition of a public space, but pledging criteria that can also be public, that means, intersubjectively constructed. / Em 2004, o Frente Amplio (coaliza??o de partidos e movimentos de esquerda) venceu as elei??es parlamentares e presidencial no Uruguai. Uma das primeiras mudan?as foi uma revis?o do per?odo militar, tanto nos aspectos jur?dicos, incluindo os direitos humanos, quanto no aspecto educacional, ou seja, o ensino escolar sobre a ditadura entrou para a ordem do dia, e com ele as vantagens e problemas do ensino da hist?ria recente. A partir das motiva??es e dificuldades que surgiram para a incorpora??o do ensino da hist?ria recente no Uruguai, discutese a no??o de laicidade ? de largo uso no debate p?blico ? como um dos condicionantes mais fortes que dificultam uma renova??o da did?tica da hist?ria. O objetivo principal ? compreender as caracter?sticas e o funcionamento do uso da no??o de laicidade no que se refere ao ensino de Hist?ria. Para esse campo da educa??o, existem diferentes vis?es e usos da ?disciplina hist?ria? e seus processos de ensino aprendizagem, julgados adequados ou n?o conforme o posicionamento do sujeito quanto ? quest?o da laicidade. Com o recurso ? an?lise documental e ? produ??o e interpreta??o de entrevistas escritas, foram analisados dois grupos de sujeitos envolvidos nesse debate. Por um lado os pol?ticos dos partidos tradicionais (Blancos e Colorados) a partir de seus depoimentos parlamentares e jornal?sticos e por outro os professores de hist?ria, dentre os quais foram entrevistados 15 docentes no decorrer do atual ano. Os principais referentes te?ricos utilizados s?o os escritos sobre consci?ncia hist?rica e did?tica da hist?ria de J?rn R?sen (2001, 2007, 2007b) e as an?lises sobre as rela??es com o saber que realiza Bernard Charlot (1986, 2001, 2005, 2006). A renova??o no ensino da hist?ria em geral que representa a chegada da hist?ria recente nas aulas fica em boa medida condicionada pela indefin?vel no??o de ?violar a laicidade?. Constatou-se que o sentido original da no??o -vinculado com evitar o ensino de dogmas religiosos nas aulas - acha-se totalmente modificado por um ?formato pol?tico? que une essa no??o com a ideia de um ensino objetivo e neutro. Por sso mesmo o ?uso? do conceito de laicidade resultou ser a chave para adentrar as an?lises nos diferentes ?usos da hist?ria ensinada? e sobre a vis?o que se tem ?de? e ?desde? os diferentes sujeitos que comp?em o processo de ensino-aprendizagem (exceto os estudantes, que n?o integraram esta pesquisa). Por um lado os pol?ticos tradicionais consideram ?laica?, e por isso mesmo aceita, uma hist?ria sem conflitos - linear, nacionalista e liberal (e, claro, objetiva e neutra) que respeite a suposta ?tabula rasa? que representaria o estudante. Os professores se dividem entre os que temem problemas por confrontar essa vis?o ?aceita socialmente? da laicidade (e terminam por ?institucionalizar-se? aceitando essas regras para o ensino) e outros que visualizam uma armadilha na pretendida objetividade ou neutralidade. A relev?ncia desta pesquisa est? em identificar a laicidade como uma no??o ao mesmo tempo indefin?vel e sutilmente condicionadora das pr?ticas, sujeitos e saberes para o ensino da hist?ria no Uruguai. A investiga??o permite propor uma revis?o da no??o de laicidade, no sentido de manter seu papel de defini??o de um espa?o p?blico, mas garantindo crit?rios que tamb?m sejam p?blicos, ou seja, constru?dos intersubjetivamente.

L’Uruguay des années 60 plonge dans une crise économique qui dégénère rapidement en conflit opposant le Mouvement de libération nationale-Tupamaros (MLN-T) à l’État alors gouverné par Juan María Bordaberry du Parti Colorado. La radicalisation du MLN-T et la montée de la répression étatique accordent un pouvoir grandissant aux Forces armées amenant le coup d’État du 27 juin 1973 et l’instauration d’une dictature civique-militaire. Les douze prochaines années sont marquées par la répression, la censure, la violence et de nombreuses disparitions. L’Uruguay ne tarde pas à joindre l’Opération condor : large réseau intercontinental mené par les États-Unis ayant pour but de traquer et anéantir les opposants politiques. Les élections de 1985 marquent la fin de la dictature et le retour à la démocratie. Cependant, au lendemain de la victoire de Julio María Sanguinetti du parti Colorado, une lutte s’installe au cœur de la société quant à la responsabilité de la chute du pays. D’un côté, on accuse les Forces armées d’abus de pouvoir et crimes contre l’humanité. De l’autre, on défend les militaires qui auraient sauvé le pays d’une menace « subversive ». Cette étude analyse le processus transitionnel de l’Uruguay qui, contrairement aux autres pays latino-américains, ne se lance pas dans une recherche de vérité au retour de la démocratie. L’Uruguay amnistie plutôt les Tupamaros détenus durant la dictature, tout en promulguant la Loi de caducité qui accorde l’impunité aux militaires. En recensant différents regards portés sur le passé récent, nous étudierons l’évolution des discours mémoriaux tels qu’ils s’expriment dans la culture populaire et l’espace public. / In the 1960s, Uruguay endured an economic crisis that quickly turned into a conflict between the National Liberation Movement-Tupamaros (MLN-T) and the state then ruled by Juan María Bordaberry of the Colorado Party. The radicalization of the MLN-T and the rise of State repression granted growing power to the Armed Forces, leading to the coup d'État of June 27, 1973 followed by the establishment of a civic-military dictatorship. The next twelve years were marked by repression, censorship, violence and numerous disappearances. Like other Latin American Cold War dictatorships, Uruguay joined Operation Condor: a South American network led by the United States with the goal of tracking down and annihilating political opponents. The 1985 elections marked the end of the dictatorship and return of democracy. However, in the aftermath of the victory of Julio María Sanguinetti of the Colorado party, a struggle erupted in the heart of society over who was to blame for the country’s fall into authoritarianism, state repression and violence. On the one hand, the Armed Forces were accused of abuse of power and crimes against humanity. On the other, some defended the military as though they had saved the country from the “subversive” threat. This study analyzes Uruguay’s transitional process which, unlike its Latin American counterparts, has not included a formal mechanism for the search for truth upon the return of democracy. Uruguay rather chose to amnesty the Tupamaros detained during the dictatorship, all the while promulgating the Law of Caducity which granted impunity to the military. By collecting different perspectives on the recent past through art and cultural productions produced by civil society after le return du democracy, this thesis studies the evolution of memorial speeches as they are expressed in public spaces. Our goal is to better understand how memorial discourses emerge in a country where democratic remedies have confirmed impunity.