Dissertação
A construção do conhecimento histórico através das fontes: aproximações e distanciamentos entre as políticas públicas educacionais e as práticas escolares no ensino da História
Fecha
2012-04-20Registro en:
NOGUEIRA, Laisa dos Santos. A CONSTRUÇÃO DO CONHECIMENTO HISTÓRICO ATRAVÉS DAS
FONTES: APROXIMAÇÕES E DISTANCIAMENTOS ENTRE AS
POLÍTICAS PÚBLICAS EDUCACIONAIS E AS PRÁTICAS
ESCOLARES NO ENSINO DA HISTÓRIA. 2012. 124 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2012.
Autor
Nogueira, Laisa dos Santos
Institución
Resumen
Born from the constant questionings that arise from school practices regarding the teaching of
History, the present research revolves around the study of the instructions that are given to the
teachers by the Ministry of Culture and Education of Brazil (MEC in Portuguese). Therefore,
a reflection is sought, when it comes to the possibilities and limitations of putting into practice
in public schools an educational proposal that favors the student as a producer of knowledge
by means of critiquing historical documents. For that, a dialogue is thought of to be
established about the latest changes in school practices and public policies (notably through
the use of the Curricular National Parameters P.C.N. in Portuguese), in addition to an
attentive look towards evolution, also in the historical research. By means of this study, it is
considered that the indication made *through the use of the Curricular National Parameters
lead to a teaching proposal which privileges the analysis and criticism of traces from the past
(in its most variable discursive manifestations) as well as bringing closer together the
institution and the historical research itself. Meanwhile, the practices of the public school
History teachers are taken into account, by means of questionnaires that are given, with the
purpose of evidencing that which, in fact is being done inside the middle school classrooms in
the city of Rio Grande. From the analysis of the results that these questionnaires provide, it s
possible to note that, despite the fact the Parameters (P.C.N.) proposal has not been mentioned
by the teachers-collaborators, historical sources are continually utilized as didactic and
methodological resources in the classes rendered by the great majority of them. At last, the
data gathering is done through a trial proposal in a ninth-grade class in Mate Amargo
Municipal School (Rio Grande/RS). Such proposal is organized based on MEC s
parameterization given to the elementary 4th cycle school teachers. The student s concept
about sources and historical knowledge, as well as the school practices referent to the
proposal, lead to an analysis in the concluding part of this research.