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Previous issue date: 2014-02-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / O trabalho ? intitulado Ensinar e aprender Hist?ria na rela??o dial?tica entre interpreta??o e
consci?ncia hist?rica cr?tica ? investiga o desencadeamento de um processo formativo te?rico
e pr?tico desenvolvido com uma professora de Hist?ria, sua media??o no processo de ensino e
de aprendizagem dessa disciplina, relacionados ? apropria??o da interpreta??o de textos de
hist?ria e o desenvolvimento da consci?ncia hist?rica cr?tica por educandos, do 8o
ano do
Ensino Fundamental, de uma escola p?blica. Objetiva analisar a rela??o entre a media??o da
atividade docente e a apropria??o pelo aluno, desse n?vel de ensino, da interpreta??o de textos
de hist?ria e o desenvolvimento dessa consci?ncia. Optou-se pela pesquisa colaborativa, como
estrat?gia formativa, e se empregou como procedimentos para a forma??o do saber: Reuni?o,
Ciclos de Estudos Reflexivos, Planejamento (com a docente), Observa??o efetuada na vida
real e portf?lio (envolvendo os alunos). A professora se apropriou de aportes da teoria de P.
Ya. Galperin e da consci?ncia hist?rica cr?tica e desenvolveu um processo de ensino
utilizando uma metodologia alicer?ada nas constru??es te?ricas desse autor. Os discentes se
apropriaram da interpreta??o de textos de hist?ria e demonstraram se encontrar em um
processo de desenvolvimento de sua consci?ncia hist?rica cr?tica. O desempenho dos
educandos ocorreu de modo mais consistente nas interpreta??es concretizadas em grupos,
com orienta??o da professora e apoio do mapa da atividade. Os processos formativos,
realizados na e sobre as atividades docente e discente, revelaram um aprimoramento no
desenvolvimento profissional da professora e no saber e saber-fazer dos alunos. Contribuiu,
para isso, a reflex?o cr?tica vivenciada na trajet?ria do processo investigativo. Diante dessas
constata??es, como necessidades de novas reflex?es, a investiga??o recomenda o
desenvolvimento de processos de ensino e de aprendizagem, em outros anos do Ensino
Fundamental, envolvendo a interpreta??o de textos de hist?ria e o desenvolvimento da
consci?ncia hist?rica cr?tica dos educandos. / Teaching and learning History in dialectical relationship between interpretation and critical
historical awareness has investigated the triggering of a theoretical-practical training process
developed with a history teacher, her mediation in the teaching and learning of the discipline
process, related to the appropriation of history text interpretation and the development of
critical historical consciousness by public school 8
th-grade students of elementary level. It
aims to analyze the relationship between mediation of teaching activity and ownership by the
student on this level, the interpretation of history texts and development of this consciousness.
It has been opted for collaborative research, as training and strategy, and was employed as
procedures for the formation of knowledge: Meeting, Cycles of Reflexive Studies, Planning
(with teachers), Observation performed in real life and portfolio (involving students). The
teacher appropriated of contributions of the theory by P. Ya . Galperin and critical historical
consciousness and developed a teaching process using a methodology grounded in theoretical
constructs this author. The students appropriated the interpretation of history texts and
demonstrated to be in a process of developing a critical historical consciousness. Performance
of the students occurred more consistently in the interpretations implemented in groups, with
teacher guidance and support of the activity map. Training processes, performed in and about
teaching and student activities, revealed an improvement in teacher's professional
development and the knowledge and expertise of the students. It has contributed to this, the
critical reflection experienced in the investigative process. Given these findings, as needs of
new thinking, research recommends the development of teaching and learning processes in
other years of elementary school, involving the interpretation of history texts and the
development of critical historical consciousness of students.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20136 |
| Date | 24 February 2014 |
| Creators | Cavalcante, Maria da Paz |
| Contributors | 02903890463, http://lattes.cnpq.br/3510726465694990, G?is, Francisca Lacerda de, 08595224404, http://lattes.cnpq.br/5324357415270200, Ibiapina, Ivana Maria Lopes de Melo, 22144779353, http://lattes.cnpq.br/2887767376788158, Andrade, Jo?o Maria Valen?a de, 28262441400, http://lattes.cnpq.br/0350305925407630, Queiroz, Maria Aparecida de, 01999184491, http://lattes.cnpq.br/0642511546307992, Oliveira J?nior, Antonio Wellington de, 32433620325, http://lattes.cnpq.br/5419260227870704, Ferreira, Maria Salonilde |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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