Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio
Ano de defesa: | 2020 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
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 Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/23019 |
Resumo: | The present dissertation, “For a Historical Consciousness: Autobiographical Narratives of High School History students”, starts off from my educational path as Basic Education History teacher, especially with high school students and my formation as a researcher teacher. The guiding question that I have answered in this investigation was "what relations are there between the autobiographical narrative construction of high school History students, the constitution of their historical awareness and the process of attributing meaning to themselves and to History?". The general objective of the research was to understand how high school History students’ autobiographical narratives are able to contribute for the formation of a new historical awareness, in which the learning subjects are capable to elaborate a structured historical thought that relates to the issues of practical human life. It is a research linked to a hermeneutic methodological approach, from a case study and from the perspective of complexity. In this direction, this investigation took a position at the intersection between the research field of historical education, the contributions of Santiago's Theory of Cognition and the studies of reference authors for the critical theory of the Frankfurt School, Walter Benjamin, Jürgen Habermas and Axel Honneth. This research has studied autobiographical narratives prepared by an intentional sample of 19 students and alumni from the same educational institution, over a period of two (2) months of investigation, within the specific context of the COVID-19 Pandemic. It had as main reference a pedagogical activity called Aulão de História (AH), an activity that has been developed for over a decade so far, as an extracurricular activity, in a basic education school located in the city of Santa Cruz do Sul - RS. In this investigative work, I blended the use of written records, verbal records, as well as evocation mechanisms. And, specifically, for the treatment of emergencies, aiming to follow up recurring elements in the process, I have used the markers of autopoietic process, to live in action, historical literacy and transformative history to carry out this research work. The study of the autobiographical narratives of the research participants, from the selected markers and with the theoretical support of the reference authors for this investigation, enabled me to present the following Doctoral Thesis in the field of Education: a embodied experience of History in basic education, a history in action, strengthens the emergence of reflective, critical, autonomous and singular individuals. In the same direction, there is a direct reason between providing diverse, collaborative, supportive pedagogical environments, open to conversation and coexistence, loving environments with a greater singularization potential. |
id |
UFSM_589541791d2a2c9b27e14f5599899ff0 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/23019 |
network_acronym_str |
UFSM |
network_name_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
repository_id_str |
|
spelling |
2021-11-26T17:39:14Z2021-11-26T17:39:14Z2020-12-17http://repositorio.ufsm.br/handle/1/23019The present dissertation, “For a Historical Consciousness: Autobiographical Narratives of High School History students”, starts off from my educational path as Basic Education History teacher, especially with high school students and my formation as a researcher teacher. The guiding question that I have answered in this investigation was "what relations are there between the autobiographical narrative construction of high school History students, the constitution of their historical awareness and the process of attributing meaning to themselves and to History?". The general objective of the research was to understand how high school History students’ autobiographical narratives are able to contribute for the formation of a new historical awareness, in which the learning subjects are capable to elaborate a structured historical thought that relates to the issues of practical human life. It is a research linked to a hermeneutic methodological approach, from a case study and from the perspective of complexity. In this direction, this investigation took a position at the intersection between the research field of historical education, the contributions of Santiago's Theory of Cognition and the studies of reference authors for the critical theory of the Frankfurt School, Walter Benjamin, Jürgen Habermas and Axel Honneth. This research has studied autobiographical narratives prepared by an intentional sample of 19 students and alumni from the same educational institution, over a period of two (2) months of investigation, within the specific context of the COVID-19 Pandemic. It had as main reference a pedagogical activity called Aulão de História (AH), an activity that has been developed for over a decade so far, as an extracurricular activity, in a basic education school located in the city of Santa Cruz do Sul - RS. In this investigative work, I blended the use of written records, verbal records, as well as evocation mechanisms. And, specifically, for the treatment of emergencies, aiming to follow up recurring elements in the process, I have used the markers of autopoietic process, to live in action, historical literacy and transformative history to carry out this research work. The study of the autobiographical narratives of the research participants, from the selected markers and with the theoretical support of the reference authors for this investigation, enabled me to present the following Doctoral Thesis in the field of Education: a embodied experience of History in basic education, a history in action, strengthens the emergence of reflective, critical, autonomous and singular individuals. In the same direction, there is a direct reason between providing diverse, collaborative, supportive pedagogical environments, open to conversation and coexistence, loving environments with a greater singularization potential.Em um cenário de mudanças cada vez mais rápidas, em que a educação é insistentemente criticada e questionada, cresce de maneira significativa o número de pessoas que não mais atribui à instituição escola o papel de ser a maior responsável pela socialização da juventude, diferente do que se verificava em outros momentos históricos. Uma escola que, sob o ponto de vista dos jovens do ensino médio, não dá conta das narrativas de vida de seus sujeitos constituintes, não contribui para a constituição de suas singularidades, não auxilia em seus projetos de vida. Por outro lado, quando se valorizam as culturas particulares que os jovens trazem para a escola, suas diferentes formas de atribuir sentido ao mundo, bem como o conhecimento dos diferentes contextos sociais e culturais que integram suas condições existenciais, abre-se a possibilidade de um trabalho mais contextualizado e que estabeleça vínculos com a vida cotidiana desses mesmos jovens. Nesse contexto, para a constituição dessa tese de doutorado, meu objetivo geral foi compreender como as narrativas autobiográficas de estudantes de história do ensino médio podem contribuir para a formação de uma nova consciência histórica, em que os sujeitos aprendentes tenham a potencialidade de elaborar uma estrutura de pensamento histórico que se relacione às questões da vida prática humana. Como ponto de partida para essa pesquisa, estudei as narrativas autobiográficas elaboradas por um grupo de estudantes de história do ensino médio, tendo como referencial uma atividade pedagógica específica denominada Aulão de História (AH), atividade desenvolvida há mais de uma década, de forma extracurricular, em uma escola de educação básica localizada no município de Santa Cruz do Sul – RS. A abordagem metodológica trazida para esse estudo foi hermenêutica, a partir de um estudo de caso, tendo como referência o diálogo gerado a partir dos encontros entre os campos da educação histórica e da perspectiva da complexidade. Esse tese de doutorado também evidencia o exercício das narrativas autobiográficas como um espaço potente para a constituição de singularidades de estudantes de história de ensino médio, discute as implicações existentes na percepção da história pelos estudantes de ensino médio como uma ação vivida e corporificada sobre o passado, como também explora a temática da prática de narrativas autobiográficas na educação básica como um espaço significativo para a reflexão dentro da própria escola. Os autores de referência para esta proposta de investigação são Walter Benjamin, Jürgen Habermas, Axel Honneth, Jörn Rüsen, Edgar Morin, Francisco Varela e Óscar Gonçalves.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação históricaNarrativas autobiográficasComplexidadeEnsino médioHistorical educationAutobiographical narrativesComplexityHigh schoolCNPQ::CIENCIAS HUMANAS::EDUCACAOPor uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médioFor a historical awareness: autobiographical narratives of high school studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Pereira, Nilton MulletGerminari, Geyso DongleyTomazetti, Elisete MedianeiraSilva, Fabiana Regina dahttp://lattes.cnpq.br/6016190589887567Lau Filho, Waldy Luiz7008000000066006006006006002c98d0c2-4b5c-41cc-9964-ae607a90d7382ba41764-ed3e-484f-96ee-924fa4db0d3960878d48-944d-46dc-9c6a-f90d582bf35289d65a81-2223-4bfa-bafb-87979fc907574bc8696a-fc3a-47d8-b27e-b1713465f1b8cb8154be-ef22-4c07-be8a-103616b20355reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/23019/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdfTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdfTese de Doutoradoapplication/pdf1949106http://repositorio.ufsm.br/bitstream/1/23019/1/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdfcdd144dc3a0bb94060fe823aa1a36637MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/23019/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53TEXTTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdf.txtTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdf.txtExtracted texttext/plain609195http://repositorio.ufsm.br/bitstream/1/23019/4/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdf.txtd8e953eb6fb610ddf57cae19cbbba636MD54THUMBNAILTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdf.jpgTES_PPGEDUCAÇÃO_2020_LAU FILHO_WALDY.pdf.jpgIM Thumbnailimage/jpeg4256http://repositorio.ufsm.br/bitstream/1/23019/5/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdf.jpg96eb90171d3908e5a6520baa0e632a8eMD551/230192022-06-30 10:15:27.299oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-30T13:15:27Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
dc.title.alternative.eng.fl_str_mv |
For a historical awareness: autobiographical narratives of high school students |
title |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
spellingShingle |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio Lau Filho, Waldy Luiz Educação histórica Narrativas autobiográficas Complexidade Ensino médio Historical education Autobiographical narratives Complexity High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
title_full |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
title_fullStr |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
title_full_unstemmed |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
title_sort |
Por uma consciência histórica: narrativas autobiográficas de estudantes de história do ensino médio |
author |
Lau Filho, Waldy Luiz |
author_facet |
Lau Filho, Waldy Luiz |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cunha, Jorge Luiz da |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7227767555433465 |
dc.contributor.referee1.fl_str_mv |
Pereira, Nilton Mullet |
dc.contributor.referee2.fl_str_mv |
Germinari, Geyso Dongley |
dc.contributor.referee3.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.referee4.fl_str_mv |
Silva, Fabiana Regina da |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6016190589887567 |
dc.contributor.author.fl_str_mv |
Lau Filho, Waldy Luiz |
contributor_str_mv |
Cunha, Jorge Luiz da Pereira, Nilton Mullet Germinari, Geyso Dongley Tomazetti, Elisete Medianeira Silva, Fabiana Regina da |
dc.subject.por.fl_str_mv |
Educação histórica Narrativas autobiográficas Complexidade Ensino médio |
topic |
Educação histórica Narrativas autobiográficas Complexidade Ensino médio Historical education Autobiographical narratives Complexity High school CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Historical education Autobiographical narratives Complexity High school |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present dissertation, “For a Historical Consciousness: Autobiographical Narratives of High School History students”, starts off from my educational path as Basic Education History teacher, especially with high school students and my formation as a researcher teacher. The guiding question that I have answered in this investigation was "what relations are there between the autobiographical narrative construction of high school History students, the constitution of their historical awareness and the process of attributing meaning to themselves and to History?". The general objective of the research was to understand how high school History students’ autobiographical narratives are able to contribute for the formation of a new historical awareness, in which the learning subjects are capable to elaborate a structured historical thought that relates to the issues of practical human life. It is a research linked to a hermeneutic methodological approach, from a case study and from the perspective of complexity. In this direction, this investigation took a position at the intersection between the research field of historical education, the contributions of Santiago's Theory of Cognition and the studies of reference authors for the critical theory of the Frankfurt School, Walter Benjamin, Jürgen Habermas and Axel Honneth. This research has studied autobiographical narratives prepared by an intentional sample of 19 students and alumni from the same educational institution, over a period of two (2) months of investigation, within the specific context of the COVID-19 Pandemic. It had as main reference a pedagogical activity called Aulão de História (AH), an activity that has been developed for over a decade so far, as an extracurricular activity, in a basic education school located in the city of Santa Cruz do Sul - RS. In this investigative work, I blended the use of written records, verbal records, as well as evocation mechanisms. And, specifically, for the treatment of emergencies, aiming to follow up recurring elements in the process, I have used the markers of autopoietic process, to live in action, historical literacy and transformative history to carry out this research work. The study of the autobiographical narratives of the research participants, from the selected markers and with the theoretical support of the reference authors for this investigation, enabled me to present the following Doctoral Thesis in the field of Education: a embodied experience of History in basic education, a history in action, strengthens the emergence of reflective, critical, autonomous and singular individuals. In the same direction, there is a direct reason between providing diverse, collaborative, supportive pedagogical environments, open to conversation and coexistence, loving environments with a greater singularization potential. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-12-17 |
dc.date.accessioned.fl_str_mv |
2021-11-26T17:39:14Z |
dc.date.available.fl_str_mv |
2021-11-26T17:39:14Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/23019 |
url |
http://repositorio.ufsm.br/handle/1/23019 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 600 |
dc.relation.authority.fl_str_mv |
2c98d0c2-4b5c-41cc-9964-ae607a90d738 2ba41764-ed3e-484f-96ee-924fa4db0d39 60878d48-944d-46dc-9c6a-f90d582bf352 89d65a81-2223-4bfa-bafb-87979fc90757 4bc8696a-fc3a-47d8-b27e-b1713465f1b8 cb8154be-ef22-4c07-be8a-103616b20355 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UFSM |
collection |
Biblioteca Digital de Teses e Dissertações do UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/23019/2/license_rdf http://repositorio.ufsm.br/bitstream/1/23019/1/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdf http://repositorio.ufsm.br/bitstream/1/23019/3/license.txt http://repositorio.ufsm.br/bitstream/1/23019/4/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdf.txt http://repositorio.ufsm.br/bitstream/1/23019/5/TES_PPGEDUCA%c3%87%c3%83O_2020_LAU%20FILHO_WALDY.pdf.jpg |
bitstream.checksum.fl_str_mv |
4460e5956bc1d1639be9ae6146a50347 cdd144dc3a0bb94060fe823aa1a36637 2f0571ecee68693bd5cd3f17c1e075df d8e953eb6fb610ddf57cae19cbbba636 96eb90171d3908e5a6520baa0e632a8e |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793240176369074176 |