O ensino de história de Mato Grosso do Sul em debate: abordagens e reflexões a partir de práticas docentes em escolas públicas de Dourados

• Ano de defesa: 2024
• Autor(a) principal: Debona, Jackson James
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Grande Dourados; Brasil; Faculdade de Ciências Humanas; Programa de pós-graduação em História; UFGD
• Palavras-chave em Português: História regional; Ensino de história; Mato Grosso do Sul; Teaching regional history; Elementary school; History of Mato Grosso do Sul; CNPQ::CIENCIAS HUMANAS
• Link de acesso: http://repositorio.ufgd.edu.br/jspui/handle/prefix/6076

This thesis presents the results of a study whose research problem was to understand the possibilities of teaching regional history. During the course of the studies, when examining the bibliography on the history of Mato Grosso and Mato Grosso do Sul, it was decided to use the term "history of Mato Grosso do Sul" as an element to describe what we understood, at first, to be regional history, often suppressing the term "regional", given its complexity in the historiographical scenario, as the studies shown in the chapter dealing with the subject point out. Thus, the thesis was constructed by examining the academic production of the Postgraduate Program in History at the Federal University of Grande Dourados (PPGH/UFGD), the first to consolidate itself in the state as a place of production in the area, at master's and doctoral levels, whose data inventoried covers the years 2000 to 2022. For a more in-depth understanding of history teaching, studies by André Chervel (1990), Jean Forquin (1992), Jean Hébrard (1990), Maurice Tardif (2002), Dominique Julia (2001) and Célia Maria Fernandes Nunes (2001) were mobilized, through which a dialog was established with researchers in the teaching of history itself, such as Ana Maria Monteiro (2007a, 2007b), Selva Guimarães Fonseca (1995), Circe Bittencourt (2004), Thais Nívea de Lima Fonseca (2003), Helenice Rocha (2017), Arlete Gasparello (2004), who were essential in the teaching of history. and its historical relationship with teacher training and a historical school culture. Following on from the eminently bibliographical research, an approach was carried out with teachers from the basic education network working in the municipality of Dourados, Mato Grosso do Sul, since it was considered necessary to understand the ways in which they operationalize the teaching of history of themes related to the state, which are not included in an effective and regular way in the didactic materials they use on a daily basis. The approach of recording narratives with free consent is characterized by the contribution of this thesis to those interested in the subject, because, in addition to demonstrating the limits and possibilities of doing teaching work on regional history, it presents the condition of teaching work at various moments of insertion in the professional field, namely, from recently graduated teachers, initially working in the profession, teachers with significant experience in the field and retired teachers, who have served their time in teaching. The research is also based on the methodological approach, in the first instance, permeated by historical understandings in the light of the methodological approach of oral history. It follows, then, through historical studies, ways of understanding the teaching of history in the basic education network of Dourados, Mato Grosso do Sul, the possibility of understanding the ways in which teachers in the municipal public network appropriate knowledge of regional history and carry out their teaching, considering that the regional theme, in this case the history of Mato Grosso do Sul, is an integral part of the diversified part of the curriculum references that make up the guidelines for classroom teaching. We therefore sought to understand and identify the production on Mato Grosso do Sul in the PPGH/UFGD, to put it in dialogue with teacher training, whose contributions were collected through a direct approach, in testimonial records, mediated by dialog with the researcher. It was concluded that teaching about the history of Mato Grosso do Sul is compromised, although there is extensive academic production on the subject, given the research identified in the academic field. Such research does not resonate with the teaching public since there are limits to the reach and handling of these productions by teachers in the municipal basic education network. They therefore resort to individual efforts and mediating strategies to effectively teach these units of knowledge (Mato Grosso do Sul, 2020), to meet the prerogatives of the official documents that regulate the minimum curricula for teaching the subject.