梁偉明. / 論文(碩士) -- 香港中文大學硏究院歷史學部,1995. / 參考文獻: leaves i-ix (5th group) / Liang Weiming. / Chapter 一、 --- 前言 --- p.1-8 / Chapter 二、 --- 政治取向探索期(1946 ´ؤ 1954) --- p.9-32 / Chapter 一一 --- 中文中學復員的困難和分裂 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 辦學經費 / Chapter (2) --- 師資與敎材 / Chapter (3) --- 學生出路 / Chapter (4) --- 會考課程與辦學方針 / Chapter 一一 --- 小結 / Chapter 三、 --- 經濟需求促變期(1955 ´ؤ 1965) --- p.33 -53 / Chapter 一一 --- 政治民族意識的消磨 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生出路 / Chapter (2) --- 學生流失 / Chapter (3) --- 資金和校舍 / Chapter (4) --- 敎材與課程 / Chapter (5) --- 工業發展對資源分配的壓力 / Chapter (6) --- 香港中文大學的成立 / Chapter 一一 --- 小結 / Chapter 四、 --- 學術目標轉向期（1966-1975 ) --- p.54 -81 / Chapter 一一 --- 中文敎育新路向 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生流失 / Chapter (2) --- 中國語文課程的困局 / Chapter (3) --- 來自政府的壓力 / Chapter (4) --- 中文的地位 / Chapter ´ؤ一 --- 小結 / Chapter 五、 --- 新生角色醞釀期(1976 ´ؤ 1982) --- p.82 ´ؤ107 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 在學人數縮減 / Chapter (2) --- 僑校意識、政治意識的淡化 / Chapter (3) --- 來自考試的壓力 / Chapter (4) --- 第二次中文運動 / Chapter (5) --- 混亂的語文現象 / Chapter ´ؤ´ؤ --- 新角色的思考 / Chapter ´ؤ´ؤ --- 小結 / Chapter 六、 --- 結論 --- p.108´ؤ118 / 附錄一：中文、中英文中學學校及學生數目一覽表 / 附錄二：國內中學與香港一般中學課程比較表 / 附錄三：1951年頒佈之香港中文中學高中畢業會考中文科課程內容 / 附錄四：〈曾钰成校長訪問稿〉 / 附錄五：1872-1982年創校，現在仍然運作的中文中學一覽表 / 參考書目 / 中文 --- p.i-vi / 英文 --- p.vii-ix

本文以明初官定程朱理學讀本《四書五經性理大全》的成書和思想反應為中心，旨在探討朱子學在14、15世紀流衍、官學化乃至自我更新的過程。作為士人參加科舉考試的必讀之書，《四書五經性理大全》原則上締造著明代士人的思維結構乃至行事方式，成為他們為學從政的依據和根基。全文主要分為三個部份：第一部份重點討論此書萌生於14世紀的主要學術背景，指出它是在元代浙江、江西、徽州三地朱子學並競發展的多元化局面中醞釀而生的。第二部份首先檢討了明初洪武、永樂兩朝帝王一脈相承卻又有不同的理學取態。同樣尊信理學可以幫助治國，太祖樂於以務實態度來修正和完善朱子學並顯現出他淩駕於道統的情形，而明成祖則將程朱理學視作其政權合法性的依據進而操縱了儒家道統，《大全》正是在明初政治文化微妙而重大轉變中應運而生的。本文接著考察了《大全》的編纂、取材與影響，從中指出編纂地選在北京對成祖遷都部署的配合作用，並分析《大全》內容取材的地域特色，及此特色所受敕撰要求、書籍流通、人事安排等因素的影響；統計其刊行情況以證實《大全》地位在有明一代從未被動搖，在晚明乃至成為商業出版中有利可圖的公共文化資源的情形。本文第三部份重點以15世紀持續出現的多種《大全》反應性著作為分析對象，從中觀察《大全》被作為舉業的讀本、行道的載體、救正時弊乃至變革士人思想的必由取徑，而在地方學官、著名儒者以及土木之變後學者型官員中引發的激烈迴響和對其批評、質疑、修正的相應行動。透過這些討論，本文期望檢討14世紀朱子後學的多元化發展與並競局面、明初帝王的理學取態對於明初理學的官學化進程的實際影響，以及15世紀的菁英士大夫如何運用“統一“後的理學學說來應對現實危機與朱子學發展困境等議題。 / This dissertation studies the formation of and intellectual responses to the Sishu Wujing Xingli Daquan( Great Compendia of the Four Books, Five Classics and Human Nature and Heavenly Principle), which were compiled in the Yongle period (1403-1424), in the context of the spreading and self renewal of Zhu Xi’s philosophical school in the fourteenth and fifteenth centuries. As must-read books for the imperial examinations, the Compendia affected Ming scholars’ mode of thinking and their way of doing things. They also formed the basis of their classical learning and political participation. / The study begins with an analysis of the intellectual background of the Compendia in the fourteenth century. It points out that there were three types of development and competition patterns of Yüan Neo-Confucianism in Zhejiang, Jiangxi and Huizhou. / The research then reviews the important changes of attitude from the Hongwu emperor to the Yongle emperor towards Neo-Confucianism. Although both emperors believed that Neo-Confucianism could help them better govern the country, the Hongwu emperor was keen to see revisions of Zhu Xi’s classical exegesis. To meet his realistic needs he even ignored the Neo-Confucian orthodoxy. The Yongle emperor, however, used Neo-Confucianism as the basis of his political legitimacy and thus manipulated the Neo-Confucian orthodoxy. / This study also discusses the process of compilation, selection of material and Ming editions of the Compendia. It finds that the whole set was compiled in Beijing to parallel the policy of moving the capital from Nanjing to Beijing. It points out that the Compendia are mainly based on the works written by Yüan scholars from Huizhou prefecture, and for a number of reasons: requirement of the Yongle emperor, good circulation of books or classical commentary in late Yüan and early Ming Huizhou area, and arrangement of the editorial personnel. Finally, I analyze the editions of the Compendia published throughout the Ming dynasty to show the reception of them and to confirm its popularity in commercial publishing in the late Ming period. / By focusing on the views of scholars in the fifteenth Century who wrote their books in response to the Compendia, I show how school teachers, Confucian thinkers, and scholar-officials after the Tu-mu incident of 1449 saw the Compendia as teaching materials, vehicle for driving daoxue learning, a way to solve the problems of their times, but also subjected them to criticism, questioning and revision. / This then reveals the influence of the state-sanctioned Cheng-Zhu of Neo-Confucianism and its decline in the course of 14th and 15th centuries. The challenges the school faced in the 15th century formed the background of the marked shift to another approach of Confucian learning in the next century best represented by Wang Yangming. / Detailed summary in vernacular field only. / 朱冶. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 275-293). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhu Ye. / 目錄 --- p.1 / Chapter 第一章 --- 緒論 --- p.5 / Chapter 一、 --- 元代朱子學研究的回顧與展望 --- p.6 / Chapter 二、 --- 明初政治文化與《大全》研究 --- p.11 / Chapter 三、 --- 十五世紀思想史的研究路向 --- p.16 / Chapter 四、 --- 論文結構 --- p.19 / Chapter 第二章 --- 多元並競：元代南方三地朱子學的推廣與認受 --- p.21 / Chapter 第一節 --- 學術譜系的建構與強化以金華吳師道為例 --- p.22 / Chapter 一、 --- 鄉里傳統：“金華四先生“的成立 --- p.22 / Chapter 二、 --- 師友淵源：吳師道與“金華四先生“之一許謙的交往 --- p.25 / Chapter 三、 --- 求助於官：吳師道推廣金華學術的努力 --- p.31 / Chapter 四、 --- “獨得其宗：吳師道對金華學統的強烈自認 --- p.36 / Chapter 第二節 --- 學問自得與道統傳遞以江西虞集為中心 --- p.41 / Chapter 一、 --- 期為“豪傑“：虞集之師吳澄的學術面向與道學承創 --- p.42 / Chapter 二、 --- 文名之外：虞集的理學身份與學問趨向 --- p.51 / Chapter 三、 --- 誰是正學？：虞集拒絶撰寫許謙墓銘的由來及其相關問題 --- p.57 / Chapter 第三節 --- 一宗朱子與著述傳道以新安汪克寬等人為例 --- p.66 / Chapter 一、 --- 羽翼與纂釋：新安朱子學的特色及其影響 --- p.66 / Chapter 二、 --- 挫折與執著：汪克寬的為學、著述及與虞集的學術分野 --- p.80 / Chapter 三、 --- 反思與開新：朱升各經《旁注》的撰作及用意 --- p.87 / 小結 --- p.96 / Chapter 第三章 --- 君師治教：明初洪武、永樂兩朝對待宋元理學的取態 --- p.98 / Chapter 第一節 --- 學以輔政：太祖敕修《書傳會選》的用意及影響 --- p.99 / Chapter 一、 --- 太祖修訂蔡《傳》的背景及用意 --- p.100 / Chapter 二、 --- 《書傳會選》的編纂及內容特色 --- p.107 / Chapter 三、 --- 《書傳會選》的有限影響：以永樂二年的廷試對策為中心 --- p.111 / Chapter 第二節 --- 道治天下：成祖治國理念的演進以《聖學心法》為中心 --- p.114 / Chapter 一、 --- 學在皇家：成祖與帝王教育 --- p.115 / Chapter 二、 --- 治平有道：成祖與《聖學心法》 --- p.116 / Chapter 三、 --- 道在六經：成祖與三部《大全》 --- p.135 / 小結 --- p.145 / Chapter 第四章 --- 垂世立教：《大全》的編纂、取材及其流傳 --- p.147 / Chapter 第一節 --- 纂修地點與編修人員、分工特色 --- p.147 / Chapter 一、 --- 北京：纂修地的安排及用意 --- p.147 / Chapter 二、 --- 人員任用與分工 --- p.151 / Chapter 第二節 --- 《四書五經大全》的內容取材及成因 --- p.161 / Chapter 一、 --- 《大全》的體例、性質與取材的關係 --- p.163 / Chapter 二、 --- 《大全》所選書籍在明初的影響 --- p.165 / Chapter 三、 --- 人事因素與《大全》取材 --- p.172 / Chapter 第三節 --- 《大全》在明代的刊行與流傳 --- p.174 / Chapter 一、 --- 刊行歷史概說 --- p.175 / Chapter 二、 --- 校訂本 --- p.176 / Chapter 三、 --- 增補本、合刊本 --- p.177 / 小結 --- p.178 / Chapter 第五章 --- 十五世紀士人對《大全》的反應及其意義 --- p.181 / Chapter 第一節 --- 地方學官：最初的反應 --- p.181 / Chapter 一、 --- 摘取切要：彭勗及其《書傳大全通釋》 --- p.182 / Chapter 二、 --- “不可泥也：陳璲等人之意見 --- p.185 / Chapter 第二節 --- 儒者的取態：薛瑄及其《讀書錄》 --- p.187 / Chapter 一、 --- 《性理大全》：《讀書錄》的主要閱讀對象 --- p.187 / Chapter 二、 --- 《讀書錄》對《四書五經大全》的具體意見 --- p.190 / Chapter 第三節 --- “一道德與“經世：十五世紀中後期學者型官員對《大全》的修正 --- p.195 / Chapter 一、 --- 理事之道：楊守陳及其《私抄》 --- p.197 / Chapter 二、 --- 經世面向：周洪謨及其《疑辨錄》 --- p.206 / Chapter 三、 --- 以心考之：王恕及其《石渠意見》 --- p.226 / Chapter 四、 --- 輔翼之書：蔡清及其《蒙引》諸書 --- p.235 / 小結 --- p.259 / Chapter 第六章 --- 結論 --- p.261 / Chapter 附錄一： --- 《四書五經性理大全》的明代版本 --- p.266 / 參考文獻 --- p.275

Made available in DSpace on 2016-04-27T16:32:40Z (GMT). No. of bitstreams: 1 Marcia Guerra Pereira.pdf: 2525871 bytes, checksum: 5621e4b373678f9ad9b873bbab3da01f (MD5) Previous issue date: 2012-06-13 / This research sought to demonstrate the process through which the contents of the history of Africa came to be regarded by historians relevant content and binding in the formation of a historian. The acquisition of this condition led to its transformation into an academic discipline, allowing itto be a specific body of professionals in their teaching, with time reserved within the curriculum, with tenders for the provision of spaces occupied by these professionals, with the realization of research and academic advising institutional activities. In addition to professional and specific features, the discipline also determines a set of methods and approaches that are considered to be inherent in it. Whon are they determined to? What interests do they translate? What are they? In the search for answers to these questions we were guided by the considerations of the British researcher Ivor Goodson. This choice led us to look beyond the legislation relevant to the subject, especially those concerned with guidelines for ethnic-racial education, notices of procurement programs, disciplines, ementários and conduct interviews with current teachers responsible for conducting the course public universities of Maranhão, Bahia, Rio de Janeiro, Minas Gerais and São Paulo / Esta pesquisa procurou demonstrar o processo através do qual os conteúdos de história da África passaram a ser considerados, pelos historiadores, conteúdos relevantes e obrigatórios na formação de um historiador. A aquisição desta condição implicou a sua transformação em disciplina acadêmica, passando esta a constituir um corpo específico de profissionais especializados no seu ensino, com horários reservados no interior da grade curricular, com concursos públicos para provimento das vagas ocupadas por estes profissionais, com a realização de pesquisas e atividades de orientação acadêmica institucionais. Além de profissionais e recursos específicos a disciplina também determina um conjunto de conteúdos e métodos de abordagem que passam a ser considerados inerentes a ela. Por quem são determinados? Que interesses traduzem? Quais são eles? Na busca por respostas a estas questões fomos guiados pelas reflexões do pesquisador britânico Ivor Goodson. Esta escolha nos levou a analisar além da legislação pertinente ao assunto, com destaque para aquela preocupada com as diretrizes para a educação étnico-racial, editais de concursos públicos, programas de disciplinas, ementários e a realizar entrevistas com os atuais professores responsáveis pela regência da disciplina nas universidades públicas do Maranhão, Bahia, Rio de Janeiro, Minas Gerais e São Paulo

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-25T17:08:07Z No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) / Made available in DSpace on 2017-10-25T17:08:07Z (GMT). No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) Previous issue date: 2016-10-31 / CAPES / The present study aims at the elaboration of critical parameters for the production and evaluation of History textbooks for elementary school which accurately meet the Law 10.639/2003, enlarged with Law 11.645/2008, in the specificity of the obligation of teaching the following subjects to all levels of the Brazilian educational system: African and native-African history, the struggle of black people in Brazil, the Brazilian black culture and the role of black people in the formation of the national society. . In order to reach the objectives planned, we have carried out a study about the parameters proposed for the teaching of History of Africa and African-Brazilian people in accordance with the current Legislation that is desired to be taught in schools. We discuss how this teaching proposal comes from the demands and pressure by social actions, highlighting the black people action which had a project that aimed at including, in the Brazilian education, curriculum proposals that inserted black people as History agent. The study was carried out from a comparative analysis of History didactics collections of books approved by the National Program of Textbooks (PNLD), one approved in the notice of 2003 - year of the issuing of Law - 10.639 and another approved for the triennium 2014 ? 2016. The collections chosen are by Alfredo Boulos Junior, History: society and citizenship; by FTD publishing company. For the analysis of the collections we follow the concept of textual materiality approaching the textbooks as in inter-textual complex which create the language used in this material considering aspects and elements of the production process of these works and final result present in texts, imagistic representations, proposed activities, internet links, information boxes, suggestion of books etc. In our analysis, we have noticed that still there is propagation of views about black people that do not corroborate with the combat of racism and the stereotypes present in common sense about black people and about the African continent. In this perspective, we stand that the teaching of African and AfricanBrazilian people history and culture shall foster the creation of a critical/genetic type of historical awareness from a history-based learning which allows the construction of the narrative competence by part of the students, enabling them to give meaning to the past and allowing practical orientation to present and future life. / A presente pesquisa tem como objetivo a elabora??o de par?metros cr?ticos para produ??o e avalia??o de livros did?ticos de Hist?ria do ensino fundamental que atendam de forma eficaz os ditames da Lei 10.639/2003, ampliada com a Lei 11.645/2008, na especificidade da obriga??o do ensino em todos os n?veis da educa??o brasileira da Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional. ? nosso objetivo que a an?lise e a proposi??o de par?metros avaliativos considerem o desenvolvimento do pensamento hist?rico de crian?as e jovens em favor da constru??o da consci?ncia hist?rica cr?tico/gen?tica, segundo os aportes te?ricos e metodol?gicos da Did?tica da Hist?ria. Para alcan?armos os objetivos tra?ados, fizemos um estudo sobre os par?metros propostos para o ensino de Hist?ria da ?frica e dos afro-brasileiros segundo a legisla??o vigente e que almejam ser aplicados nas escolas. Discutimos como essa proposta de ensino resulta das demandas e press?es exercidas pelos movimentos sociais, com destaque para o Movimento Negro que tinha um projeto que buscava incluir na educa??o brasileira propostas curriculares que inserissem o negro como agente da Hist?ria. Fizemos uma an?lise comparativa de cole??es did?ticas de Hist?ria aprovadas pelo PNLD, uma aprovada no edital do ano de 2003 ? ano da edi??o da Lei 10.639 - e outra aprovada para o tri?nio de 2014 a 2016. As cole??es escolhidas s?o de Alfredo Boulos Junior, Hist?ria: sociedade e cidadania; da editora FTD. Para an?lise das cole??es apoiamo-nos no conceito de materialidade textual abordando os livros did?ticos como complexo intertextual que forma a linguagem adotada nesse material, considerando aspectos e elementos do processo de produ??o das obras e do resultado final presente em textos, representa??es imag?ticas, atividades propostas, links de internet, boxes informativos, indica??o de livros etc. Verificamos que ainda s?o veiculadas vis?es sobre o negro que n?o corroboram com o combate ao racismo e os estere?tipos presentes no senso comum sobre o continente africano e sobre o povo negro dentro e fora da ?frica. Nesta perspectiva, defendemos que o ensino de Hist?ria e cultura da ?frica e dos afro-brasileiros devem promover a constru??o de uma consci?ncia hist?rica do tipo cr?tico/gen?tico a partir de uma aprendizagem hist?rica que permita a constru??o da compet?ncia narrativa por parte dos alunos capacitando-os para dar sentido ao passado e permitindo uma orienta??o pr?tica na vida presente e futura.

Submitted by Tatiana Polliana Pinto de Lima (tatyalima@yahoo.com) on 2017-03-08T12:25:52Z No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Prezada, Os campos do autor, orientador e componentes da banca devem ser preenchidos com os nomes completos; somente com as letras iniciais maiúsculas. Saudações, Maria Auxiliadora on 2017-03-08T19:03:19Z (GMT) / Submitted by Tatiana Polliana Pinto de Lima (tatyalima@yahoo.com) on 2017-03-08T19:12:54Z No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-03-14T17:53:30Z (GMT) No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Made available in DSpace on 2017-03-14T17:53:30Z (GMT). No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / O texto “Entrelaçando Saberes e Práticas: a História ensinada no 5º ano do Ensino Fundamental na cidade do Salvador/BA” foi construído em consonância com uma pesquisa que busca compreender como no cotidiano da sala de aula a disciplina História é organizada no 5. Ano do Ensino Fundamental a partir das falas de duas professoras da Escola Municipal Luiz Anselmo e das escritas de cinquenta e quatro docentes das mais diversas escolas da rede municipal de Salvador. A pesquisa foi desenvolvida a partir de uma abordagem quali-quantitativa, que acontece em dois momentos. A primeira fase foi realizada na Escola Municipal Luiz Anselmo, localizada no bairro de Luiz Anselmo, em Salvador/BA, a partir de entrevistas com duas docentes, observações do cotidiano escolar, das salas de aula das docentes e da escrita de um Jornal de Pesquisa. A segunda fase contou, como principal instrumento de coleta de dados, com um questionário aplicado em 35 escolas municipais da cidade, escolhidas aleatoriamente. Ao final percebe-se que as professoras da Rede de Educação do município de Salvador/BA reconhecem que é necessária uma mudança na forma como os conteúdos são selecionados e no modo como estão sendo trabalhados em sala de aula. Deixam transparecer que, mesmo desesperançadas, em alguns momentos, em outros espaços-tempos, buscam trazer para suas salas de aula recursos e metodologias diversas e enriquecedoras que tornem, em suas óticas, as aulas de História prazerosas. / ABSTRACT The text "Weaving knowledge and practices: the history taught in the fifth grade of elementary school in the city of Salvador/BA" was built in line with a survey that aims to understand how the discipline History is organized in fifth grade everyday classroom of elementary school based on two teachers view of the Municipal School Luiz Anselmo and on the writings of 54 teachers from different schools of Salvador. The research was developed based on a qualitative and quantitative approach, which takes place in two phases. The first phase was held at the Municipal School Luiz Anselmo, located in the neighborhood of Luiz Anselmo, in Salvador/BA, from interviews with two teachers, observations of daily life, the classrooms of teachers, and the writing of a Research Newspaper. The second phase had, as the main instrument of data collection, a questionnaire applied in 35 schools in the city, randomly chosen. The study highlights that the teachers of the Municipal Educational System of the city of Salvador/BA recognize that there is a need for a change in the way the contents are selected and how they are being worked in the classroom. They report that, even hopeless in a few moments, in other spaces and times they try to bring various and enriching methodologies to their classrooms that make, in their view, History lessons more enjoyable. / RESUMEN El texto “Entrelaçando Saberes e Práticas: a História ensinada no 5º ano do Ensino Fundamental na cidade do Salvador/BA” se construyó de acuerdo con una investigación que intenta comprender cómo se organiza en la rutina del aula la enseñanza de historia en el 5 año la Escuela Primaria tenendo em cuenta los discursos de dos maestras de la Escuela Municipal Luiz Anselmo y los escritos de cincuenta y cuatro maestras de varias escuelas municipales de Salvador. La investigación se desarrolló con enfoque cualitativo y cuantitativo, que se lleva a cabo en dos etapas. La primera fase se llevó a cabo en la Escuela Municipal Luiz Anselmo, ubicada en el barrio Luiz Anselmo en Salvador / BA, tenendo en cuenta entrevistas con dos maestras, observaciones de la rutina de la escuela, de las aulas de las maestras y la escritura una revista de investigación. La segunda fase tiene como el principal instrumento de recolección de datos un cuestionario que ha sido aplicado en 35 escuelas municipales de la ciudad, elegidas al azar. Al final, se concluye que las maestras de la Red Municipal de Educación de Salvador / BA reconocen que es necesario un cambio en la manera en que son elegidos los contenidos y la forma en la que se trabajan en el aula. Ellas demuestran que, aunque sin esperanza, a veces, en otros espacios-tiempo, tratan de aportar a sus aulas recursos y metodologias diversas y enriquecedoras que hacen, en sus miradas, las clases de Historia placenteras. / RESUMÉ Le texte “Entrelancent savoirs et pratiques: L’histoire enseignée au 5º année de L’enseignement Fondamentale dans la ville de Salvador/BA” a été construit em consonance avec une recherche qui cherche comprendre comment le quotidien dans les cours d’histoire est organisé dans le 5º année de L’enseignement Fondamental à partir des discours de deux professeures de L’École Municipale Luiz Anselmo et des écritures de cinquente et quatre enseignants de plusieures écoles du réseaux Municipal de Salvador. La recherche était dévelopée à partir d’une approche quali-quantitative, qu’ a eu lieu em deux moments: La première phase était réalisée dans L’École Municipale Luiz Anselmo, localisée dans le quartier de Luiz Anselmo, en Salvador/BA, à partir des entretiens avec deux enseignantes, des observations du quotidien escolier, dans les classes des enseignantes et de l’écriture d’um jornal de recherche. La deuxième phase a compté, comme principal instrument de recueils de donnés, avec um questionnaire aplique em 35 écoles municipales de la ville, choisies au hasard. A la fin on s’aperçoit que les enseignantes du réseaux de L’Education Municipale de Salvador/BA reconnaissent le besoin d’un changement dans la façon que les contenus sont selectionnés, ainsi que dans la forme qu’ils sont travaillés en classe. Laissent transparaître que, même sans espoirs, em quelques moments, em d’autres espaces-temps, cherchent apporter pour ses cours de ressources et méthodologies diverses et enrichissantes qui rendent, par ses regards, les cours d’Histoire avec plus de plaisirs.

The diploma work is focused on the conception of regional history teaching in the city of Příbram. It brings an up-to-date view on regional history seen through didactis and tries to show contemporary condition in the regional historical research. The whole work is divided into three big parts. The first one is aimed on the term region, on its meaning and understanding. Further it maps significant regional historians and researchers, it briefly draws near their work and makes us familiar with important personalities of Příbram regional research. It also deals with the history of the town Příbram and its closest surroundings. Data obtained from an empirical research, which was taken at seven high schools in Příbram where history as a subject is taught in final exams branches classes, are elaborated in the second part of the work. The found out facts about the state of regional history in history teaching are then compared with the former aims and hypothesis. The third part is focused on certain methodical possibilities of taking advantage of regional history in history teaching at high schools. Two proposals for project teaching methods which might be used in lectures by the teachers are presented.

Made available in DSpace on 2014-06-11T19:24:21Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-21Bitstream added on 2014-06-13T20:31:37Z : No. of bitstreams: 1 baldan_m_me_arafcl.pdf: 1022995 bytes, checksum: 8de9705e211468465e92ecc3b67e4197 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Ao estudar a história da educação e a história das ideias pedagógicas observamos no século XX o embate entre o tradicional e o inovador. A crítica promulgada pela Escola Nova contra o Ensino Tradicional denota aspecto negativo do ato de ensinar e, invariavelmente, as ideias pedagógicas que defendem o ato de ensinar são aproximadas com o termo “tradicional”. As correntes pedagógicas que defendem o ato de ensinar, dentre elas: a Pedagogia Tradicional (PT), a Psicologia Histórico-Cultural (PsHC) e a Pedagogia Histórico-Crítica (PsHC); tem sido alvo de comparações e de críticas pelos movimentos contemporâneos que fazem a crítica ao ensino, denominando-as, sob o julgo negativo do termo “tradicional”. Assim algumas questões têm nos inquietado: Seria possível que a aproximação entre a PT, a PsHC e a PeHC? Em que medida há aproximações e rupturas nas ideias pedagógicas? Quais os interesses em aproximá-las ou em distanciá-las? O objetivo geral foi de analisar a defesa do ato de ensinar da PT, da PsHC e da PeHC presente na história das ideias pedagógicas. Para tal, utilizamos como categorias de análise a concepção de sociedade, concepção de homem, concepção de educação, concepção do ato de ensinar (processo de ensino aprendizagem), concepção de professor e concepção de aluno. Os objetivos específicos foram (a) investigar a representação do ato de ensinar das correntes pedagógicas nas teses e dissertações presentes no portal da CAPES e (b) analisar a relação entre o “tradicional” e o “moderno” na construção histórica das ideias pedagógicas. O referencial teóricometodológico ancora-se na história das ideias pedagógicas, articulando o materialismo histórico-dialético e as contribuições da Escola dos Annales. A revisão bibliográfica compreendeu o levantamento e a análise de vinte e uma produções acadêmicocientíficas... / By studying the history of education and the history of pedagogical ideas in the twentieth century we see the clash between traditional and innovative. The criticism against promulgated by the New School and Traditional Shool denotes negative aspect of the act of teaching and, invariably, the pedagogical ideas that defend the act of teaching is approached with the term traditional. The pedagogical trends that advocate the act of teaching, including: Traditional Pedagogy (PT), the Historical-Cultural Psychology (PsHC) and Historical-Critical Pedagogy (PsHC) has been the subject of comparisons and criticisms by the contemporary movements that make the critique of education, calling them, under the yoke of the negative term traditional. So we have some unsettled issues: Is it possible that the rapprochement between the PT, and PsHC PeHC? To what extent there are breaks in approaches and pedagogical ideas? What interests or bring them to alienate them? The overall objective was to analyze the act of defending the teaching of PT, and PsHC PeHC present in the history of pedagogical ideas. To this end, we use as categories of analysis the conception of society, concept of man, concept of education, concept of the act of teaching (teaching-learning process), concept of teacher and student concept. The specific objectives were (a) to investigate the representation of the act of teaching pedagogical trends in theses and dissertations present the portal of CAPES and (b) examine the relationship between the traditional and modern in the historical construction of pedagogical ideas. The theoretical and methodological framework is anchored in the history of pedagogical ideas, articulating the historical and dialectical materialism and the contributions of the Annales School. The literature review included the survey and analysis of twenty-one academicscientific productions, eight and thirteen... (Complete abstract click electronic access below)

Made available in DSpace on 2016-12-08T16:35:04Z (GMT). No. of bitstreams: 1 maristela.pdf: 1536157 bytes, checksum: 6581f86ab7d982311e4808108ad3bd5a (MD5) Previous issue date: 2013-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research proposes a socio-historical microanalysis which attempts to understand the social trajectory of social and educational practice of Eglê Malheiros through, especially her memoirs. It is questionable to what extent the choices and actions of this woman were conditioned by their social trajectory marked by the admission in renowned schools, high level of accumulated cultural capital and political activism. The methodology option for oral history is made through semi-structured interviews in which the teacher reminisces about her social family origin, the school courses, the career and about the teaching practice that she developed in the State College Dias Velho between the 1947th and 1964th years in Florianópolis (SC). Therefore, there is a theoretical support in Pierre Bourdieu, especially to operationalize the concepts of habitus, field, cultural and social capital, both essential to understand the concept of social trajectory that sets the number of positions occupied successively by the same agent during her life. Communist militant, modernist, Eglê Malheiros graduated in Laws, but she chose to be a History teacher. In her memoirs states to have appropriated the prescribed curriculum for the teaching of this subject in a unique way, by opting for a critical theoretical and methodological bias based on historical dialectical marxism, while the normative text prescribed by national legislation had as a mark the conservatism that New State prevailed through the Organic Law on Secondary Education. To understand how the teacher reframed the curriculum position, moves the concepts of appropriation and curriculum. The first one from Roger Chartier and the second one from Tomaz Tadeu da Silva and Thomas Popkewitz. From these references analyzes the prescribed curriculum for the teaching of History as a text that was read, interpreted and reframed by a sui generisteacher. Through some recalled examples by Eglê Malheiros it can be seen how she translated in classroom her theoretical and methodological marxist option. In teaching the History of Brazil, she wondered the contents presented in officers textbooks and she even added reflections that were not part of the formal curriculum. To teach about the economical formation of Brazil, the teacher included in her classes concepts such as Colonial Pact. Inspired by marxist authors, mainly in Caio Prado Junior, she was intended to make students reflect on History of a critical way, noting the condition of submission that the brazilian colony lived in relation to their cities. Take also as an example, the performance of Calabar at the time of the dutch invasion in Pernambuco. At the time, he was considered by brazilian historiography as a traitor to the country. Eglê Malheiros doubts about "betrayal" creating conditions for reflection about the clash between two metropolises (Portugal and the Netherlands) which had a common interest in exploring the brazilian colony. Daughter of a lawyer and a teacher, both political activists, Eglê Malheiros did the magisterium her main activity and her teaching practice crossed her being with her way of teaching, and unveiled in her way of teaching, her way of being. / Esta pesquisa realiza uma microanálise sócio-histórica que intenta compreender a trajetória social e a prática docente de Eglê Malheiros por meio, especialmente, de suas memórias. Questiona-se em que medida as escolhas e ações dessa mulher foram condicionadas por sua trajetória social marcada pelo ingresso em estabelecimentos de ensino renomados, alto nível de capital cultural acumulado e militância política. A opção metodológica pela história oral efetiva-se através de entrevistas semiestruturadas, nas quais a professora rememora a origem sociofamiliar, os percursos escolares, a carreira e a prática docente que desenvolveu no Colégio Estadual Dias Velho entre os anos de 1947 e 1964 em Florianópolis (SC). Para tanto, encontra-se respaldo teórico em Pierre Bourdieu, para operacionalizar os conceitos de habitus, campo, capital cultural e social, ambos imprescindíveis na compreensão da concepção de trajetória social que configura a série de posições sucessivamente ocupadas por um mesmo agente durante sua vida. Militante comunista e modernista, Eglê Malheiros graduou-se em Direito, mas escolheu ser professora de História. Em suas memórias, afirma ter se apropriado do currículo prescrito para o ensino dessa disciplina de forma singular, optando por um viés teórico-metodológico crítico fundamentado no marxismo histórico dialético, enquanto o texto normativo prescrito pela legislação nacional tinha como marca o conservadorismo estadonovista que vigorava através da Lei Orgânica do Ensino Secundário. Para compreender como a professora ressignificava o currículo posto, movimentam-se os conceitos de apropriação e currículo. O primeiro a partir de Roger Chartier, e o segundo de Tomaz. Tadeu da Silva e Thomas Popkewitz. A partir dessas referências, faz-se a análise do currículo prescrito para o ensino de História como um texto que foi lido, interpretado e ressignificado pela professora de forma sui generis. Por meio de alguns exemplos rememorados por Eglê Malheiros é possível perceber como ela traduzia em sala de aula sua opção teórico-metodológica marxista. Ao ensinar História do Brasil, ela questionava conteúdos apresentados nos livros didáticos oficiais e, inclusive, acrescentava reflexões que não faziam parte do currículo prescrito. Para ensinar sobre a formação econômica do Brasil, a professora incluía em suas aulas conceitos como o de Pacto Colonial. Inspirada em autores marxistas, principalmente em Caio Prado Junior, ela procurava fazer com que os alunos refletissem sobre a História de uma forma crítica, atentando para a condição de submissão que a colônia brasileira vivia em relação às suas metrópoles. Toma-se também como exemplo, a atuação de Calabar quando da invasão holandesa em Pernambuco. À época, ele era considerado pela historiografia brasileira como um traidor da pátria. Eglê Malheiros põe em dúvida essa "traição", criando condições para a reflexão acerca do embate entre duas metrópoles (Portugal e Holanda), que tinham o interesse comum em explorar a colônia brasileira. Filha de um advogado e uma professora, ambos militantes políticos, Eglê Malheiros fez do magistério sua principal atividade, cuja prática docente cruzou a sua forma de ser com a de ensinar e desvendou, na sua forma de ensinar, a sua forma de ser

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DiegoFC_DISSERT.pdf: 1791736 bytes, checksum: c1a48565d6b9685b6d186a3cf2c0d882 (MD5) Previous issue date: 2013-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional / Esta disserta??o tem o objetivo de analisar os saberes que se tornaram referenciais nas pr?ticas docentes de professores interioranos de Hist?ria no Ensino M?dio e compreender a constitui??o do conhecimento escolar de Hist?ria por estes professores, a partir da mobiliza??o dos diferentes saberes que comp?em a pr?tica docente. Os colaboradores desta pesquisa foram tr?s professores da Escola Estadual Jacuma?ma e o pesquisador. Os fundamentos te?rico-metodol?gicos desta investiga??o se baseiam nos pressupostos da pesquisa qualitativa de tipo colaborativa. A utiliza??o de tal abordagem teve como inten??o propiciar a constru??o de conhecimentos entre docentes e pesquisador a partir de rela??es menos opressivas de poder e, tamb?m, de contribuir para uma forma??o cont?nua dos sujeitos, possibilitando-lhes o entendimento da pr?tica profissional como espa?o para exerc?cio da autonomia e da criticidade. A pesquisa emp?rica teve como procedimentos entrevistas orais individuais, sess?es reflexivas e observa??es colaborativas. Os discursos dos sujeitos apresentaram, em alguns momentos, as inquieta??es dos docentes com um modelo escolar fragmentado em que existe pouco espa?o para intera??es dial?gicas entre os educadores e que dificulta a consolida??o de interlocu??es da escola com a realidade que os envolve. Suas coloca??es apontaram que os saberes entendidos como referenciais s?o aqueles que podem ser identificados no cotidiano do trabalho educacional e que encontram justificativas pr?prias a partir da finalidade que cada um exerce na constru??o da pr?tica profissional. As rela??es em sala de aula sinalizam para uma intera??o mais intensa entre professores e alunos, mobilizando a afetividade como um saber para oportunizar rela??es menos autorit?rias. Na compreens?o dos professores interioranos, o conhecimento hist?rico escolar se produz no compartilhamento de interesses e sentidos atribu?dos pelos sujeitos envolvidos no processo de ensino-aprendizagem. Os saberes da ci?ncia de refer?ncia perpassam o ensino escolar de Hist?ria, mas eles s?o ressignificados de acordo com as especificidades pr?prias do espa?o escolar. A din?mica intensa e complexa do contexto educacional faz com que o conhecimento hist?rico praticado v? ganhando caracter?sticas espec?ficas e que est?o em constante movimento. Nestes movimentos existem marcas de elabora??es e reelabora??es do novo e do tradicional

Orientador: Ernesta Zamboni / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T01:50:49Z (GMT). No. of bitstreams: 1 Costa_ArthurEstacioPereira_M.pdf: 912463 bytes, checksum: 87609eeca8cb6d488a0e068cb6e0c14f (MD5) Previous issue date: 2012 / Resumo: A presente dissertação analisa as trajetórias do ensino de História da América na educação brasileira, entre o século XIX e XX, no cenário político imperial (1822-1889) e republicano (1889-1960), evidenciando as representações construídas sobre os indígenas nos livros didáticos de História da América. Para isso, foram ressaltados intelectuais e instituições, nacionais e internacionais, envolvidas nas discussões sobre a América e sua constituição como saber escolar; os conteúdos presentes nos programas curriculares elaborados nas reformas educacionais de 1856, Francisco de Campos (1931), Gustavo Capanema (1942), e na lei nº. 1359 e portarias nº 724, nº 966 e nº 1045 (1952); e a produção de livros didáticos para o ensino, Compêndio de História da América, de Rocha Pombo, e História da América - 2º. série ginasial, de Joaquim Silva e de Basílio de Magalhães. / Abstract: This paper analyzes the trajectories of the teaching of American History in Brazilian education, between the nineteenth and twentieth centuries, in the imperial political scenario (1822-1889) and Republican (1889-1960), showing the representations built on indigenous people in the American History textbooks. For this, it was highlighted national and international intellectuals and institutions involved in discussions about America and its constitution as school knowledge, the contents present in the curricula developed in the educational reforms of 1856, Francisco Campos (1931), Gustavo Capanema (1942 ), and law No. 1359 and ordinances No. 724, No. 966 and No. 1045 (1952), and the textbooks production for teaching, Compendium of American History, by Rocha Pombo, and American History - 2nd grade of elementary school, Joaquim Silva and Basílio Magalhães. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação