Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/18736 |
Resumo: | 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. |
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2019-10-31T21:46:23Z2019-10-31T21:46:23Z2018-08-08http://repositorio.ufsm.br/handle/1/18736This 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.Este trabalho buscou estabelecer conceitos plausíveis de cidadania, atrelado ao ensino de história. Buscou-se esclarecer o conceito de cidadania, através de discursos dos mais variados, e mesmo através da legislação brasileira que traz em seu texto de maneira exaustiva o termo, sem dar a ele uma definição concreta. Através do presente trabalho é possível perceber que a educação, e notadamente o ensino de história, tem estado na vanguarda da formação de cidadãos conscientes de si, e de seu lugar no tempo e no espaço e, portanto, o processo de tomada de consciência histórica dos estudantes em sala de aula, nos anos finais do ensino fundamental, adquire caráter fundamental para entender de que maneira o processo de ensino é transformador da realidade em que se está inserido. Como as definições legais existem no panorama da educação, a pesquisa traz a discussão acerca do currículo, buscando esclarecer conceitos amplos, como o próprio significado de currículo, e ainda, questões atuais como as discussões acerca da Base Nacional Comum Curricular, demonstrando a ocorrência de avanços e regressões no que diz respeito à padronização nacional especificamente do ensino de história. Metodologicamente se desenvolveu a aplicação e a análise de narrativas autobiográficas como dispositivos de formação, na busca da compreensão pelos estudantes sobre a sua ação histórica e a percepção de si e do outro, enquanto constituintes da sociedade. A percepção do pesquisador também aparece nesse processo da construção das narrativas autobiográficas dos estudantes, na fase de análise das narrativas e de sua interpretação, estando claro, dessa forma, o caráter dialético fomentado pelas práxis constituintes de todo o processo. Ao final, o trabalho traz a proposta de uma oficina sobre as narrativas autobiográficas, a ser aplicada com docentes já formados e em formação, no intuito de demonstrar as possibilidades metodológicas das narrativas de si e sua aplicabilidade. A pesquisa lança, dessa forma, uma visão bastante favorável à utilização das narrativas autobiográficas como dispositivos de formação no ensino fundamental anos finais, que traz contribuição pertinente ao conceito de educação histórica, sendo a história, enquanto componente curricular, ferramenta necessária a formação de estudantes no ensino básico.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Ensino de História em Rede NacionalUFSMBrasilHistóriaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCidadaniaNarrativas autobiográficasCurrículoEnsino de históriaEducação históricaCitizenshipAutobiographic narrativesCurriculumHistory teachingHistorical educationCNPQ::CIENCIAS HUMANAS::HISTORIAConsciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de históriaHistorical consciousness and social transformations: autobiographical narratives and the exercise of citizenship through the history lessonsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCunha, Jorge Luiz dahttp://lattes.cnpq.br/7227767555433465Ribeiro, José Iranhttp://lattes.cnpq.br/1466425361587196Gonçalves, Rita de Cássiahttp://lattes.cnpq.br/6631838089936790http://lattes.cnpq.br/8690123508902591Cassanta, Lucas Dalfolo7005000000026002c98d0c2-4b5c-41cc-9964-ae607a90d7380877cea3-d723-480a-bf2a-164ec87b44fc5806888e-bc1c-4d3e-be23-885eccb44f88636b7089-be54-4325-a19b-866bfec33cfareponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGHRN_2018_CASSANTA_LUCAS.pdfDIS_PPGHRN_2018_CASSANTA_LUCAS.pdfDissertação de Mestradoapplication/pdf1856458http://repositorio.ufsm.br/bitstream/1/18736/1/DIS_PPGHRN_2018_CASSANTA_LUCAS.pdf7e72c1ae6ec66762457e0523b2a72a03MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
dc.title.alternative.eng.fl_str_mv |
Historical consciousness and social transformations: autobiographical narratives and the exercise of citizenship through the history lessons |
title |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
spellingShingle |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história Cassanta, Lucas Dalfolo Cidadania Narrativas autobiográficas Currículo Ensino de história Educação histórica Citizenship Autobiographic narratives Curriculum History teaching Historical education CNPQ::CIENCIAS HUMANAS::HISTORIA |
title_short |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
title_full |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
title_fullStr |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
title_full_unstemmed |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
title_sort |
Consciência histórica e transformações sociais: narrativas autobiográficas e o exercíco da cidadania através das aulas de história |
author |
Cassanta, Lucas Dalfolo |
author_facet |
Cassanta, Lucas Dalfolo |
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 |
Ribeiro, José Iran |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1466425361587196 |
dc.contributor.referee2.fl_str_mv |
Gonçalves, Rita de Cássia |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6631838089936790 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8690123508902591 |
dc.contributor.author.fl_str_mv |
Cassanta, Lucas Dalfolo |
contributor_str_mv |
Cunha, Jorge Luiz da Ribeiro, José Iran Gonçalves, Rita de Cássia |
dc.subject.por.fl_str_mv |
Cidadania Narrativas autobiográficas Currículo Ensino de história Educação histórica |
topic |
Cidadania Narrativas autobiográficas Currículo Ensino de história Educação histórica Citizenship Autobiographic narratives Curriculum History teaching Historical education CNPQ::CIENCIAS HUMANAS::HISTORIA |
dc.subject.eng.fl_str_mv |
Citizenship Autobiographic narratives Curriculum History teaching Historical education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::HISTORIA |
description |
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. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-08-08 |
dc.date.accessioned.fl_str_mv |
2019-10-31T21:46:23Z |
dc.date.available.fl_str_mv |
2019-10-31T21:46:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/18736 |
url |
http://repositorio.ufsm.br/handle/1/18736 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700500000002 |
dc.relation.confidence.fl_str_mv |
600 |
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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 Ensino de História em Rede Nacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
História |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
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