Silêncio na sala!: combates narrativos contra o silenciamento de grupos periféricos através dos modelos não formais de ensino da Olimpíada Nacional em História do Brasil (ONHB) e de Olimpíadas Escolares Internas (OIH)

• Ano de defesa: 2019
• Autor(a) principal: Damasceno, Paulo Airton Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO DE HISTÓRIA - REDE NACIONAL
• Palavras-chave em Português: Ensino de História; Didática histórica; Narrativa histórica; Consciência histórica; Silenciamento; Olimpíadas científicas; ONHB; CNPQ::CIENCIAS HUMANAS::HISTORIA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/27185

The present work reflects the Historical Didactics thinking the Traditional Narrative of the teaching and the identity formation of the students facing the silences and stereotypes about groups marginalized by historiography. Thus, considering the forgetfulness of traditional didactic historiography (masculine, white, Eurocentric and focused on official documents), its permanence in teaching, despite the debates and changes in academic historiography, we set silence as the central axis of this project. We will use as reference three groups - which despite their specificities - will be (re) thought from the silencing that approaches them: we will think the feminine, Brazilian Indian, Afro-Brazilian and their places in the national historical narrative. We will analyze this narrative practice from theoretical concepts such as Consciousness History, Vicarious Experience, Decoloniality and Collective Identity, in order to try to understand the changes and narrative permanences about these groups. We will begin by analyzing the traditional didactic materials, used in the classroom, searching for the structures that support the permanences or allow the changes. Realizing the need to move beyond the practice of the classroom, we will leave the strict analysis of the historical school discipline. Thinking about school as a multiple construct of meanings and meanings, formed by human, social, political and educational relations that dialogue, appropriate and resignify the social relations that surround it, we define the concept of "School Complex". We will analyze its historicity, its transformations and the structure that organizes the resistances to the libertarian models of education. We will look for non-formal teaching experiences that can, within the context of digital education, redefine the relationship between the school and the peripheral groups and host a Didactic Product that can act in the narrative construction of our collective History. Within the Olympiad of Knowledge model, we will focus on the Brazilian National History Olympiad (ONHB), analyzing its methods, systems and models, perceiving the historiographical approach of this on the peripheral groups. From these models and after this praxeological path, we will structure, as Didactic Product, the Internal Olympiad of Humanities (OIH), and the Baobá network - a didactic game and a collaborative system of sharing materials and activities - tools that allow the emergence of voices, faces and experiences of groups marginalized by traditional history taught and by society, in an adaptation of teaching to the world of education of the digital age. Thinking about the identification of the students with our history and collective memory, on the pertinence and relevance of the history taught in the formation of the students.