CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
|
Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.unicentro.br:8080/jspui/handle/jspui/2063 |
Resumo: | This research address the themes of historical learning, teaching of history and educational evaluation, where an analysis of the evaluation instruments of History is presented in a municipal school in Irati – Paraná, in its initial years (3rd to 5th year). To answer the question of this research: “wich conceptions of history teaching are present in the evaluation instruments?” we carried out a documentary analysis and possession of the selected sources; the evaluative instruments of history, we created categories of analysis from the teories of teaching History and History education to understand which of these categories they best fit. Inserting a qualitative method, the bibliographical research through references of texts, books, articles by specialist theorists in the area of Learnig Assessment, Educational Assessment, History Teaching and Historical Education, we consulted the following authors: Jörn Rüsen (2001, 2010, 2012, 2014), Barca (2001, 2012, 2018), Lee (2001, 2008), Schmidt (2017), Bittencourt (2018), Arredondo e Diago (2013), Freitas (2014), Luckesi (2011, 2018). The field of research used was that of Historical Education, a field that is part of the Teaching of History, and which aims in its research to understand the student´s historical learning from a scientific nature of the epistemology of History Based on this work, the intention is that primary school teachers in the initial series come to enjoy and benefit from, as generalist conductors not trained in History, and their evaluative practices come to be reflected from the student´s learning. At the end of the documental analysis of the evaluative instruments, we concluded that the category of teaching history as Social Studies was the most present in the instruments analyzed, which is justified by the curriculum of the History discipline in Paraná in the initial grades, which in this content contemplates the organization of from around to farthest. We also noticed presuppositions of historical learning in several of the sources analyzed, but in an isolated way, the students´historical learning did not materialize based on these evaluations. |
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Germinari, Geyso Dongleyhttp://lattes.cnpq.br/3411158801771346063.964.069-93http://lattes.cnpq.br/5641039244422886CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA2023-05-30T12:40:45Z2023-03-31CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA. CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ. 2023. 145 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Irati, PR.http://tede.unicentro.br:8080/jspui/handle/jspui/2063This research address the themes of historical learning, teaching of history and educational evaluation, where an analysis of the evaluation instruments of History is presented in a municipal school in Irati – Paraná, in its initial years (3rd to 5th year). To answer the question of this research: “wich conceptions of history teaching are present in the evaluation instruments?” we carried out a documentary analysis and possession of the selected sources; the evaluative instruments of history, we created categories of analysis from the teories of teaching History and History education to understand which of these categories they best fit. Inserting a qualitative method, the bibliographical research through references of texts, books, articles by specialist theorists in the area of Learnig Assessment, Educational Assessment, History Teaching and Historical Education, we consulted the following authors: Jörn Rüsen (2001, 2010, 2012, 2014), Barca (2001, 2012, 2018), Lee (2001, 2008), Schmidt (2017), Bittencourt (2018), Arredondo e Diago (2013), Freitas (2014), Luckesi (2011, 2018). The field of research used was that of Historical Education, a field that is part of the Teaching of History, and which aims in its research to understand the student´s historical learning from a scientific nature of the epistemology of History Based on this work, the intention is that primary school teachers in the initial series come to enjoy and benefit from, as generalist conductors not trained in History, and their evaluative practices come to be reflected from the student´s learning. At the end of the documental analysis of the evaluative instruments, we concluded that the category of teaching history as Social Studies was the most present in the instruments analyzed, which is justified by the curriculum of the History discipline in Paraná in the initial grades, which in this content contemplates the organization of from around to farthest. We also noticed presuppositions of historical learning in several of the sources analyzed, but in an isolated way, the students´historical learning did not materialize based on these evaluations.Esta pesquisa aborda os temas aprendizagem histórica, ensino de história e avaliação educacional, onde se apresenta uma análise dos instrumentos avaliativos de História em uma escola municipal de Irati – Paraná, em seus anos iniciais (3º ao 5º ano). Para responder a problemática desta pesquisa: “quais concepções de ensino de história estão presentes nos instrumentos avaliativos?” realizamos uma análise documental e de posse das fontes selecionadas, os instrumentos avaliativos de história, criamos categorias de análise, segundo teorias de Ensino de História e Educação Histórica, para compreender em quais categorias eles melhor se encaixavam. Inserindo-se num método qualitativo, a pesquisa bibliográfica por meio de referenciais de textos, livros, artigos de teóricos especialistas na área da Avaliação da Aprendizagem, Avaliação Educacional, Ensino de História e Educação Histórica consultamos os seguintes autores: Jörn Rüsen (2001, 2010, 2012, 2014), Barca (2001, 2012, 2018), Lee (2001, 2008), Schmidt (2017), Bittencourt (2018), Arredondo e Diago (2013), Freitas (2014), Luckesi (2011, 2018). O campo de pesquisa utilizado foi o da Educação Histórica, campo esse que faz parte do Ensino de História, e objetiva, em suas pesquisas, entender a aprendizagem histórica do aluno por uma cientificidade própria da epistemologia da História. Com base neste trabalho, a intenção é que docentes do ensino fundamental dos anos iniciais venham a usufruir e beneficiar-se, enquanto regentes generalistas não formados em História, e suas práticas avaliativas venham a ser refletidas na aprendizagem do aluno. Ao final da análise documental dos instrumentos avaliativos, concluímos que a categoria de ensino de história como Estudos Sociais foi a mais presente nos instrumentos analisados, o que se justifica pelo currículo paranaense da disciplina de História nos anos iniciais que, em seu conteúdo, contempla organizar-se a partir do em torno para o mais distante. Percebemos também pressupostos da aprendizagem histórica em várias fontes analisadas, porém de maneira isolada, não se concretizando a aprendizagem histórica dos educandos mediante essas avaliações.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2023-05-30T12:40:45Z No. of bitstreams: 1 Dissertação - Francielli Czelusniak Costa Chepluki.pdf: 3209637 bytes, checksum: 92c90fca580fb09bea66e794cd2535d2 (MD5)Made available in DSpace on 2023-05-30T12:40:45Z (GMT). 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dc.title.por.fl_str_mv |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
title |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
spellingShingle |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA Aprendizagem Histórica Avaliação Ensino fundamental Educação Historical Learning Assessment Elementary School Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
title_full |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
title_fullStr |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
title_full_unstemmed |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
title_sort |
CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ |
author |
CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA |
author_facet |
CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Germinari, Geyso Dongley |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3411158801771346 |
dc.contributor.authorID.fl_str_mv |
063.964.069-93 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5641039244422886 |
dc.contributor.author.fl_str_mv |
CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA |
contributor_str_mv |
Germinari, Geyso Dongley |
dc.subject.por.fl_str_mv |
Aprendizagem Histórica Avaliação Ensino fundamental Educação |
topic |
Aprendizagem Histórica Avaliação Ensino fundamental Educação Historical Learning Assessment Elementary School Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Historical Learning Assessment Elementary School Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research address the themes of historical learning, teaching of history and educational evaluation, where an analysis of the evaluation instruments of History is presented in a municipal school in Irati – Paraná, in its initial years (3rd to 5th year). To answer the question of this research: “wich conceptions of history teaching are present in the evaluation instruments?” we carried out a documentary analysis and possession of the selected sources; the evaluative instruments of history, we created categories of analysis from the teories of teaching History and History education to understand which of these categories they best fit. Inserting a qualitative method, the bibliographical research through references of texts, books, articles by specialist theorists in the area of Learnig Assessment, Educational Assessment, History Teaching and Historical Education, we consulted the following authors: Jörn Rüsen (2001, 2010, 2012, 2014), Barca (2001, 2012, 2018), Lee (2001, 2008), Schmidt (2017), Bittencourt (2018), Arredondo e Diago (2013), Freitas (2014), Luckesi (2011, 2018). The field of research used was that of Historical Education, a field that is part of the Teaching of History, and which aims in its research to understand the student´s historical learning from a scientific nature of the epistemology of History Based on this work, the intention is that primary school teachers in the initial series come to enjoy and benefit from, as generalist conductors not trained in History, and their evaluative practices come to be reflected from the student´s learning. At the end of the documental analysis of the evaluative instruments, we concluded that the category of teaching history as Social Studies was the most present in the instruments analyzed, which is justified by the curriculum of the History discipline in Paraná in the initial grades, which in this content contemplates the organization of from around to farthest. We also noticed presuppositions of historical learning in several of the sources analyzed, but in an isolated way, the students´historical learning did not materialize based on these evaluations. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-05-30T12:40:45Z |
dc.date.issued.fl_str_mv |
2023-03-31 |
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masterThesis |
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publishedVersion |
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CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA. CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ. 2023. 145 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Irati, PR. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2063 |
identifier_str_mv |
CHEPLUKI, FRANCIELLI CZELUSNIAK COSTA. CONCEPÇÕES DE ENSINO DE HISTÓRIA PRESENTES NOS INSTRUMENTOS AVALIATIVOS DE UMA ESCOLA MUNICIPAL DE IRATI-PARANÁ. 2023. 145 f. Dissertação (Programa de Pós-Graduação em Educação - Mestrado - Irati) - Universidade Estadual do Centro-Oeste, Irati, PR. |
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http://tede.unicentro.br:8080/jspui/handle/jspui/2063 |
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Universidade Estadual do Centro-Oeste |
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Programa de Pós-Graduação em Educação (Mestrado - Irati) |
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UNICENTRO |
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Brasil |
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Unicentro::Departamento de Ciências Humanas, Letras e Artes |
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Universidade Estadual do Centro-Oeste |
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repositorio@unicentro.br||fabianoqueiroz@yahoo.com.br |
_version_ |
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