Made available in DSpace on 2014-12-17T14:36:49Z (GMT). No. of bitstreams: 1
AntoniaBM_DISSERT.pdf: 1084375 bytes, checksum: b6ae33624f4129f5e2e40d7b047ae8c2 (MD5)
Previous issue date: 2009-11-16 / The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalh?es (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history / Na expectativa de que existe uma rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico, esse estudo se prop?s a analisar a referida rela??o com a colabora??o de duas professoras que lecionam no quarto ano do Ensino Fundamental em uma escola da rede p?blica do munic?pio de Mossor? RN. Os sues aportes te?rico-metodol?gicos identificam-se com o Materialismo Hist?rico Dial?tico. A abordagem metodol?gica foi a pesquisa colaborativa. Se pautou nos estudos de Vygotsky (1998, 2001), Rubinstein (1965; 1973), Ibiapina (2007; 2008), Afan?ssiev (1985), G?is (2003), Ferreira e Ibiapina (2005; 2006, 2007), Dav?dov (1981), Gl?nisson (1991) entre outros. Os procedimentos metodol?gicos constaram de: encontros, question?rio, entrevista, ciclos de estudos reflexivos, relato de experi?ncias e sess?o reflexiva. Para an?lise dos dados, utilizamos a metodologia de elabora??o conceitual, proposta por Ferreira (2009) e as a??es da reflex?o propostas por Magalh?es (2000). A an?lise dos dados indica a predomin?ncia do pensamento emp?rico das colaboradoras, tanto no que diz respeito ao processo de elabora??o e (re) elabora??o dos conceitos de Hist?ria e de pensamento te?rico, quanto ? rela??o entre o ensino da Hist?ria e o desenvolvimento do pensamento te?rico. No entanto, constatamos in?cio do desencadeamento do processo de mudan?a na forma de pensar o ensino da Hist?ria
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14578 |
| Date | 16 November 2009 |
| Creators | Marques, Antonia Batista |
| Contributors | CPF:08595224404, http://lattes.cnpq.br/5324357415270200, Queiroz, Liomar Costa de, CPF:10844341487, http://lattes.cnpq.br/5639194100466239, Aguiar, Olivette Rufino Borges Prado, CPF:07868340304, http://lattes.cnpq.br/4349263755135845, G?is, Francisca Lacerda de |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0393 seconds