Entre o estranho e o familiar: o uso de analogias no ensino de história

Monteiro, Ana Maria F. C

doi:10.1590/s0101-32622005000300006

Cited by 9 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The group indicated that they did not use analogies between a tree and evolution as a formal methodology, despite their view that analogies are important for understanding content. This absence of a formal methodological use supports the research by Pádua (2002), Ferraz and Terrazzan (2002), Monteiro (2005), and Marcelos (2006) regarding the use of A&M in the classroom.…”

Section: Focus Groupsupporting

confidence: 75%

“…Regarding the use of A&M in class, studies by the research group for Analogies and Metaphors in Technology, Education and Science (AMTEC) such as those by Pádua (2002), Marcelos (2006) and by other researchers such as Ferraz and Terrazan (2002) and Monteiro (2005) point out a situation similar to research by Duarte (2005) which highlighted the non-systematic and non-methodological use of these resources in science teaching.…”

Section: Analogies Metaphors and Cognitionmentioning

confidence: 83%

See 1 more Smart Citation

Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers

Marcelos

Nagem

2011

Sci & Educ

View full text Add to dashboard Cite

This work discusses the use of Darwin's 'Tree of Life' as a didactic analogy and metaphor in teaching evolution. It investigates whether biology teachers of pupils from 17 to 18 years old know Darwin's text 'Tree of Life'. In addition, it examines whether those teachers systematically employ either the analogies present in that text or other analogies between the tree and evolution, and whether they adopt a specific methodology for teaching with analogies and metaphors (A&M). The academic training of teachers regarding use of A&M is review briefly. A diagnostic study was carried out with biology teachers in a public school in the town of Contagem in the state of Minas Gerais in Brazil. The data were obtained through direct observation, questionnaires and a focus group. The teachers pointed out in the questionnaires that some details of Darwin's analogy are utilized as a resource. However, analysis of the data indicates that the 'Tree of Life' text is not known or utilized in class. At the same time, the teachers state that they use aspects of the tree as a didactic resource to teach evolution and that its use facilitates the learning of content. The teachers have little knowledge of specific methodologies of teaching with analogies and metaphors, revealing that their training is incomplete in this area.The affinities of all of the beings of the same class have sometimes been represented by a great tree. I believe this simile largely speaks the truth. (Darwin 1859, p. 129).

show abstract

Section: Focus Groupsupporting

confidence: 75%

Section: Analogies Metaphors and Cognitionmentioning

confidence: 83%

Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers

Marcelos

Nagem

2011

Sci & Educ

View full text Add to dashboard Cite

show abstract

“…Por otra parte, la preocupación por hacer que las explicaciones sean significativas para los estudiantes, hace que varios profesores recurran a analogías, comparaciones y referencias al presente (y futuro) de los jóvenes, haciendo que "lo extraño se vuelva familiar" (Monteiro, 2005) y generando oportunidades para la co-construcción de sentidos y significados.…”

Section: Exposicionesunclassified

La Historia Enseñada: una mirada a los cambios en las permanencias

González

2017

Educ. Real.

View full text Add to dashboard Cite

RESUMEN -La Historia Enseñada: una mirada a los cambios en las permanencias. Este trabajo explora la historia enseñada en la actualidad en el nivel secundario en Argentina, analizando especialmente las actividades y tareas que proponen y realizan cotidianamente en las aulas. La intención es subrayar los cambios y transformaciones de esta disciplina escolar tomando -aunque suene paradójico -sus haceres más recurrentes y persistentes. Se mostrarán las variaciones en las formas que adoptan, los contenidos que vehiculizan, la materialidad en que se basan, las representaciones que evidencian, y los sentidos a los que se asocian. Palabras-clave: Enseñanza de Historia. Actividades. Disciplina Escolar.ABSTRACT -History Teaching: a glance at the changes in the permanence. This paper explores the history taught nowadays in K-12 education in Argentina and analyzes the activities and tasks proposed every day in the classroom. The intention is to highlight the changes and transformations in this school subject, taking -paradoxically -its most recurrent and persistent tasks. The work shows the changes in the forms, contents, materials, representations and meanings associated to them.

show abstract

“…Caderno Cedes. Campinas, v. 19, n. 44, abr./1998, p. 73-84;MONTEIRO, Ana Maria Ferreira da Costa. estudantes de escolas públicas situadas nas periferias se relacionam com a Escola e com o aprendizado que esta disponibiliza. Facultam, ainda, o vislumbramento de como jovens das margens dos centros urbanos lidam com esse instituto que ainda organiza as relações sociais entre nós: a cor.…”

Section: Instrumentounclassified

Prejudice and discrimination beyond the classroom: sociability and Youth culture in the school environment

Coelho¹,

Coelho²

2015

Rev. Inst. Estud. Bras.

View full text Add to dashboard Cite

resumo • O presente artigo analisa as sociabilidades juvenis engendradas e vividas no ambiente escolar. Por meio delas, problematizamos o modo pelo qual a cultura juvenil se relaciona com a Escola e, também, como elas lidam com o preconceito e a discriminação. Argumentamos, nesse sentido, que a Escola constitui um importante espaço de sociabilidade na cultura juvenil. É nela que parte significativa das relações sociais se efetiva. Não obstante, essa dimensão importantíssima do processo de formação não é objeto de intervenção pedagógica. As sociabilidades observadas incorporam um significativo componente discriminatório, sustentado em preconceitos de cor, raça, gênero e confissão religiosa. Exercidas nas salas de aula, nos corredores, pátios e quadras escolares, elas não constituem objeto de ação educativa, senão em casos limites, sujeitos à punição. • palavras-chave Cultura Juvenil; socia-bilidades; preconceito; discriminação; docência.• abstract This article analyzes the engendered and lived youth sociabilities in the school environment. Through them, we question the way in which youth culture is related to the school and also how they deal with prejudice and discrimination. We argue that the school is an important space for sociability in youth culture. It is where significant part of social relations takes place. Nevertheless, this important dimension of the formation process is not an object of pedagogical intervention. The perceived sociabilities incorporate a meaningful discriminatory constituent based on color, race, gender and religious affiliation prejudice. Practiced in classrooms, hallways, courtyards and school courts, they are not object of educational action but in borderline cases, subject to punishment • keywords Youth Culture; sociabilities; prejudice; discrimination; teaching.Recebido em 23 de março de 2015 Aprovado em 27 de julho de 2015 coelho, Wilma de Nazaré Baía; coelho, Mauro Cezar. Preconceito e discriminação para além das salas de aula: sociabilidades e cultura juvenil no ambiente escolar. Revista do Instituto de Estudos Brasileiros, Brasil, n. 62, p. 32-53, dez. 2015.

show abstract

Entre o estranho e o familiar: o uso de analogias no ensino de história

Cited by 9 publications

References 1 publication

Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers

Use of the “Tree” Analogy in Evolution Teaching by Biology Teachers

La Historia Enseñada: una mirada a los cambios en las permanencias

Prejudice and discrimination beyond the classroom: sociability and Youth culture in the school environment

Contact Info

Product

Resources

About