A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental
Ano de defesa: | 2008 |
---|---|
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 Uberlândia
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Educação
|
Departamento: |
Ciências Humanas
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufu.br/handle/123456789/13733 |
Resumo: | This thesis presents the research results developed in post-graduation Program Master's in Education of UFU about the historical thought formation and the youth identity. Our problem was to understand: who are they? And how do the young students of 8th grade think? What are the meanings, relationships and influences of knowledge and ideas, about the civic dates, in the historical thought formation and the young students' identity? Our general goal is to analyze the process formation of the historical thought about civic dates and the young students' civic identity construction in classes of 8th grade of basic education in Uberlândia city, Minas Gerais / Brazil, in 2006 . In the first chapter, we aim to characterize the young students' profiles of 8 th grade from public and private schools and to identify and analyze the young people's conceptions, subjects of this research, about their youth condition and regarding the history teaching. In the second chapter, we searched to identify and analyze the importance of civic dates for the young people researched. And in the third chapter, we discuss how the young people's historical thought about civic dates relates to the youth identity formation, mainly, in regard to citizenship and political dimension. We evidenced, in this research, the quantitative and qualitative approach, and it was applied 134 questionnaires, in 05 public and private schools in Uberlândia city. We also developed five focal groups, with the participation of 28 young people from a universe of 134 ones who answered to the questionnaires. Data collected were analyzed from the dialogue with studies, concepts and approaches on youth issues, such as: Sposito (1997), Corti and Souza (2004), Dayrell (2003) and Parents (2007), and also with literature about the young people's historical thought, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) and Melo (2007). We noticed that the youth identity sets up by multiple components that bind to the age group, to the economical condition, to the projections to the future and so forth. We concluded that the significance of an event date / mark, in the case of those bound to civic dates, are changed as the socio-political context, conceptions of history bound in school, ethnicity, the socio-cultural environment and the proper dynamics of focal group discussion. Different components are intersected and converged to the constitution of the young people's historical thought, from the European history influence taught in schools to the media influence. About the political and citizen dimension, we realized, at the same time, that young people are aware of the politics relevance in their lives, most of young people researched don't see themselves as being important subjects to interfere in the processes of political participation, because they are under age and can't vote. We hope, with our research, contribute to the research field that evidences young people as research subjects and, in special, their knowledge, the senses / meanings they attach to the youth identity and the historical knowledge. We still have the claim that by sharing with our readers the experience of hearing what young people think about their own condition and about some historical knowledge bound to citizenship and politics, we can be more understanding and less general about the clichés and / or labels that , often, we attach to the youth. |
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2016-06-22T18:36:00Z2008-10-012016-06-22T18:36:00Z2008-07-09MENDONÇA, Jacqueline Aparecida. A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental. 2008. 147 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008.https://repositorio.ufu.br/handle/123456789/13733This thesis presents the research results developed in post-graduation Program Master's in Education of UFU about the historical thought formation and the youth identity. Our problem was to understand: who are they? And how do the young students of 8th grade think? What are the meanings, relationships and influences of knowledge and ideas, about the civic dates, in the historical thought formation and the young students' identity? Our general goal is to analyze the process formation of the historical thought about civic dates and the young students' civic identity construction in classes of 8th grade of basic education in Uberlândia city, Minas Gerais / Brazil, in 2006 . In the first chapter, we aim to characterize the young students' profiles of 8 th grade from public and private schools and to identify and analyze the young people's conceptions, subjects of this research, about their youth condition and regarding the history teaching. In the second chapter, we searched to identify and analyze the importance of civic dates for the young people researched. And in the third chapter, we discuss how the young people's historical thought about civic dates relates to the youth identity formation, mainly, in regard to citizenship and political dimension. We evidenced, in this research, the quantitative and qualitative approach, and it was applied 134 questionnaires, in 05 public and private schools in Uberlândia city. We also developed five focal groups, with the participation of 28 young people from a universe of 134 ones who answered to the questionnaires. Data collected were analyzed from the dialogue with studies, concepts and approaches on youth issues, such as: Sposito (1997), Corti and Souza (2004), Dayrell (2003) and Parents (2007), and also with literature about the young people's historical thought, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) and Melo (2007). We noticed that the youth identity sets up by multiple components that bind to the age group, to the economical condition, to the projections to the future and so forth. We concluded that the significance of an event date / mark, in the case of those bound to civic dates, are changed as the socio-political context, conceptions of history bound in school, ethnicity, the socio-cultural environment and the proper dynamics of focal group discussion. Different components are intersected and converged to the constitution of the young people's historical thought, from the European history influence taught in schools to the media influence. About the political and citizen dimension, we realized, at the same time, that young people are aware of the politics relevance in their lives, most of young people researched don't see themselves as being important subjects to interfere in the processes of political participation, because they are under age and can't vote. We hope, with our research, contribute to the research field that evidences young people as research subjects and, in special, their knowledge, the senses / meanings they attach to the youth identity and the historical knowledge. We still have the claim that by sharing with our readers the experience of hearing what young people think about their own condition and about some historical knowledge bound to citizenship and politics, we can be more understanding and less general about the clichés and / or labels that , often, we attach to the youth.Esta dissertação apresenta os resultados da pesquisa desenvolvida no Programa de Pós- Graduação - Mestrado em Educação da UFU sobre a constituição do pensamento histórico e das identidades juvenis. Nossa problemática consistiu em compreender: quem são e o que pensam os jovens estudantes de 8ª séries? Quais os significados, relações e influências dos saberes e concepções, sobre as datas cívicas, na formação do pensamento histórico e da identidade dos jovens estudantes? Nosso objetivo geral está focado na análise do processo de formação do pensamento histórico sobre as datas cívicas e de construção da identidade de jovens estudantes de turmas da 8ª série do Ensino Fundamental, na cidade de Uberlândia, MG/Brasil, no ano de 2006. No primeiro capítulo, objetivamos caracterizar os perfis de jovens estudantes de 8ª série de escolas públicas e privadas e identificar e analisar as concepções dos jovens, sujeitos da pesquisa, acerca de sua condição juvenil e do ensino de história. No segundo capítulo, buscamos identificar e analisar a importância das datas cívicas para os jovens investigados. No terceiro capítulo, discutimos como o pensamento histórico, sobre as datas cívicas, dos jovens se relaciona com a formação da identidade juvenil, principalmente, no que concerne à dimensão cidadã e política. Privilegiamos, nesta pesquisa, a abordagem quanti-qualitativa, tendo sido aplicados 134 questionários, em 05 escolas públicas e privadas da cidade de Uberlândia. Foram também desenvolvidos cinco grupo focais, com a participação de 28 jovens do universo dos 134 que responderam aos questionários. Os dados colhidos foram analisados a partir do diálogo com estudos, conceitos e abordagens acerca da temática juventude, tais como: Sposito (1997), Corti e Souza (2004), Dayrell (2003) e Pais (2007); e também com a literatura da área acerca do pensamento histórico dos jovens, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) e Melo (2007). Constatamos que a identidade juvenil configura-se por múltiplos componentes que se vinculam à faixa etária, à condição econômica, às projeções para futuro etc. Concluímos que a significância de um acontecimento data/marco, no caso daqueles vinculados às datas cívicas, altera-se conforme o contexto sócio-político, as concepções de história vinculadas na escola, a etnia, o ambiente sócio-cultural e à própria dinâmica da discussão dos grupos focais. Diferentes componentes se interceptam e confluem na constituição do pensamento histórico dos jovens, desde a concepção eurocêntrica da história ensinada nas escolas à influência da mídia . Sobre a dimensão política e cidadã, percebemos, ao mesmo tempo, que os jovens são conscientes da relevância da política em suas vidas, a maioria dos investigados não se vêem como sujeitos importantes para interferirem nos processos de participação política, pelo fato de não terem idade para votar. Esperamos, com nossa pesquisa, contribuir com o campo de investigação que privilegia os jovens como sujeitos da pesquisa e, em especial, os seus saberes, os sentidos/significados que atribuem à identidade juvenil e aos conhecimentos históricos. Temos ainda a pretensão de que, partilhando com nossos leitores a experiência de ouvir o que pensam os jovens sobre sua própria condição e sobre alguns conhecimentos históricos vinculados à cidadania e política, possamos ser mais compreensivos e menos generalizantes quanto aos clichês e/ou rótulos que, freqüentemente, atribuímos à juventude.Mestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasHistória - Ensino de primeiro grauEducação moral e cívicaIdentidade juvenilPensamento históricoDatas cívicasYouth identityHistorical thoughtCivic datesCNPQ::CIENCIAS HUMANAS::EDUCACAOA construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGuimarães, Selvahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768572T2Lima, Sandra Cristina Fagundes dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701026Y6Dayrell, Juarezhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786433J8http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701069Y7Mendonça, Jacqueline Aparecidainfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILJacqueline Ap.pdf.jpgJacqueline Ap.pdf.jpgGenerated Thumbnailimage/jpeg1158https://repositorio.ufu.br/bitstream/123456789/13733/3/Jacqueline%20Ap.pdf.jpg178fcef29eb4b7af4fc64549270e8478MD53ConstrucaoPensamentoHistorico.pdf.jpgConstrucaoPensamentoHistorico.pdf.jpgGenerated Thumbnailimage/jpeg1158https://repositorio.ufu.br/bitstream/123456789/13733/5/ConstrucaoPensamentoHistorico.pdf.jpg178fcef29eb4b7af4fc64549270e8478MD55ORIGINALConstrucaoPensamentoHistorico.pdfapplication/pdf753384https://repositorio.ufu.br/bitstream/123456789/13733/1/ConstrucaoPensamentoHistorico.pdf6b38ecc4658fad50c6c45c039f835e99MD51TEXTJacqueline Ap.pdf.txtJacqueline Ap.pdf.txtExtracted texttext/plain343019https://repositorio.ufu.br/bitstream/123456789/13733/2/Jacqueline%20Ap.pdf.txt57b87ef0f8964dde8d7841335651fd69MD52ConstrucaoPensamentoHistorico.pdf.txtConstrucaoPensamentoHistorico.pdf.txtExtracted texttext/plain342841https://repositorio.ufu.br/bitstream/123456789/13733/4/ConstrucaoPensamentoHistorico.pdf.txta877f1680b93f0b52991fe4db1328584MD54123456789/137332020-02-13 03:00:48.764oai:repositorio.ufu.br:123456789/13733Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-02-13T06:00:48Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
title |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
spellingShingle |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental Mendonça, Jacqueline Aparecida História - Ensino de primeiro grau Educação moral e cívica Identidade juvenil Pensamento histórico Datas cívicas Youth identity Historical thought Civic dates CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
title_full |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
title_fullStr |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
title_full_unstemmed |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
title_sort |
A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental |
author |
Mendonça, Jacqueline Aparecida |
author_facet |
Mendonça, Jacqueline Aparecida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Guimarães, Selva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768572T2 |
dc.contributor.referee1.fl_str_mv |
Lima, Sandra Cristina Fagundes de |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701026Y6 |
dc.contributor.referee2.fl_str_mv |
Dayrell, Juarez |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786433J8 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4701069Y7 |
dc.contributor.author.fl_str_mv |
Mendonça, Jacqueline Aparecida |
contributor_str_mv |
Guimarães, Selva Lima, Sandra Cristina Fagundes de Dayrell, Juarez |
dc.subject.por.fl_str_mv |
História - Ensino de primeiro grau Educação moral e cívica Identidade juvenil Pensamento histórico Datas cívicas |
topic |
História - Ensino de primeiro grau Educação moral e cívica Identidade juvenil Pensamento histórico Datas cívicas Youth identity Historical thought Civic dates CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth identity Historical thought Civic dates |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This thesis presents the research results developed in post-graduation Program Master's in Education of UFU about the historical thought formation and the youth identity. Our problem was to understand: who are they? And how do the young students of 8th grade think? What are the meanings, relationships and influences of knowledge and ideas, about the civic dates, in the historical thought formation and the young students' identity? Our general goal is to analyze the process formation of the historical thought about civic dates and the young students' civic identity construction in classes of 8th grade of basic education in Uberlândia city, Minas Gerais / Brazil, in 2006 . In the first chapter, we aim to characterize the young students' profiles of 8 th grade from public and private schools and to identify and analyze the young people's conceptions, subjects of this research, about their youth condition and regarding the history teaching. In the second chapter, we searched to identify and analyze the importance of civic dates for the young people researched. And in the third chapter, we discuss how the young people's historical thought about civic dates relates to the youth identity formation, mainly, in regard to citizenship and political dimension. We evidenced, in this research, the quantitative and qualitative approach, and it was applied 134 questionnaires, in 05 public and private schools in Uberlândia city. We also developed five focal groups, with the participation of 28 young people from a universe of 134 ones who answered to the questionnaires. Data collected were analyzed from the dialogue with studies, concepts and approaches on youth issues, such as: Sposito (1997), Corti and Souza (2004), Dayrell (2003) and Parents (2007), and also with literature about the young people's historical thought, Barca (2000/2004) Monsanto (2004), Chaves (2006), Shimidt (2007) and Melo (2007). We noticed that the youth identity sets up by multiple components that bind to the age group, to the economical condition, to the projections to the future and so forth. We concluded that the significance of an event date / mark, in the case of those bound to civic dates, are changed as the socio-political context, conceptions of history bound in school, ethnicity, the socio-cultural environment and the proper dynamics of focal group discussion. Different components are intersected and converged to the constitution of the young people's historical thought, from the European history influence taught in schools to the media influence. About the political and citizen dimension, we realized, at the same time, that young people are aware of the politics relevance in their lives, most of young people researched don't see themselves as being important subjects to interfere in the processes of political participation, because they are under age and can't vote. We hope, with our research, contribute to the research field that evidences young people as research subjects and, in special, their knowledge, the senses / meanings they attach to the youth identity and the historical knowledge. We still have the claim that by sharing with our readers the experience of hearing what young people think about their own condition and about some historical knowledge bound to citizenship and politics, we can be more understanding and less general about the clichés and / or labels that , often, we attach to the youth. |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-10-01 2016-06-22T18:36:00Z |
dc.date.issued.fl_str_mv |
2008-07-09 |
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2016-06-22T18:36:00Z |
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MENDONÇA, Jacqueline Aparecida. A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental. 2008. 147 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/13733 |
identifier_str_mv |
MENDONÇA, Jacqueline Aparecida. A construção do pensamento histórico e das identidades juvenis: um estudo com jovens de 8ª séries do ensino fundamental. 2008. 147 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2008. |
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https://repositorio.ufu.br/handle/123456789/13733 |
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Universidade Federal de Uberlândia |
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Programa de Pós-graduação em Educação |
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UFU |
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BR |
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Ciências Humanas |
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Universidade Federal de Uberlândia |
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