Tesis
Em cena a história ensina : a produção de narrativas visuais na perspectiva da educação histórica
Fecha
2018-08-27Registro en:
PRADO, Alethéia Paula Lapas. Em cena a história ensina: a produção de narrativas visuais na perspectiva da educação histórica. 2018. 125 f. Dissertação (Mestrado Profissional em Ensino de História) - Universidade Federal de Mato Grosso, Instituto de Geografia, História e Documentação, Cuiabá, 2018.
Autor
Fronza, Marcelo
http://lattes.cnpq.br/0732803418759032
Fronza, Marcelo
018.070.439-75
http://lattes.cnpq.br/0732803418759032
Marques, Ana Maria
637.683.309-82
http://lattes.cnpq.br/3982340840178047
018.070.439-75
Carneiro, Maristela
052.501.979-06
http://lattes.cnpq.br/8461204091007488
Institución
Resumen
As professionals responsible for the teaching of History, the search for new
methods of teaching leading to the historical significant learning is essential in our
days. We are facing a new generation of students to learn actively. We need to
know the particulars, the ways of learning of these students, so that the historical
knowledge makes sense. My goal, through this work, is to understand how the
lessons of History, making use of your audiovisual dramatization and serving, can
help young students to develop your historical consciousness and stimulate
dialogue between historical imagination and science, from the investigation of
narrative productions staged by the students of classes of the ninth year of a State
school located in the municipality of Juara, Mato Grosso. The dramatization as
didactic instrument consists of a practice that seeks to explore the creative
potential of each student, as well as enhance oral expression and their
subjectivities. For the teaching of History, the dramatization backed the use of
discursive and argumentative resources that Chronicle human actions over time.
By analyzing these productions narratives, it is possible to understand how our
young students design the past and which senses attach to the story. As a work
methodology, we intend to discuss the audiovisual language and use qualitative
research techniques for analysis of the sources that are videos produced by
students where stage Contemporary Conflicts related topics. In the perspective of
historical education, an analysis of the narratives produced by young students is
revealing. Through narratives, students demonstrate their cognitive elaborations
and discursive resources. Knowing the relationship between the narrative and
expression of historical consciousness, it is possible that teachers develop
methodologies in that narrative is in evidence.