Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história

• Ano de defesa: 2018
• Autor(a) principal: Cassanta, Lucas Dalfolo
• Orientador(a): Cunha, Jorge Luiz da
• Banca de defesa: Ribeiro, José Iran , Gonçalves, Rita de Cássia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de História em Rede Nacional
• Departamento: História
• País: Brasil
• Palavras-chave em Português: Cidadania; Narrativas autobiográficas; Currículo; Ensino de história; Educação histórica
• Palavras-chave em Inglês: Citizenship; Autobiographic narratives; Curriculum; History teaching; Historical education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/18736

This work sought to establish plausible concepts of citizenship, linked to the teaching of history. It was tried to clarify the concept of citizenship, through speeches of the most varied, and even through the Brazilian legislation that brings in its text exhaustively the term, without giving it a concrete definition. Through the present work it is possible to perceive that education, and especially the teaching of history, has been at the forefront of the formation of conscious citizens of themselves, and of their place in time and space and, therefore, the process of historical awareness of students in the classroom, in the final years of elementary school, acquires a fundamental character to understand how the teaching process is transforming the reality in which it is inserted. As legal definitions exist in the education landscape, the research brings the discussion about the curriculum, seeking to clarify broad concepts, such as the very meaning of curriculum, and also current issues such as discussions about the National Curricular Common Base, demonstrating the occurrence of advances and regressions with respect to the national standardization specifically of the teaching of history. Methodologically, the application and analysis of autobiographical narratives as training devices was developed in the search for students' understanding of their historical action and the perception of themselves and of others as constituents of society. The researcher's perception also appears in this process of the construction of the autobiographical narratives of the students, in the analysis phase of the narratives and their interpretation, being clear, in this way, the dialectical character fostered by the constituent praxis of the whole process. In the end, the work proposes a workshop on autobiographical narratives, to be applied with teachers already trained and in training, in order to demonstrate the methodological possibilities of the narratives themselves and their applicability. The research thus launches a very favorable view to the use of autobiographical narratives as training devices in elementary school final years, which brings relevant contribution to the concept of historical education, history being as a curricular component, a necessary tool for the training of students in basic education.