A aprendizagem da história a partir da construção de narrativas sobre o passado

Abstract

This research analyses the constitution of the historical thought of young students ages 12-14 from elementary schools in Brazil and Portugal, concerning facts articulated with the national histories of both countries. The events chosen for this research are focused on elements related to substantive content and meta-history in the teaching of the history of Brazil and the history of Portugal. We analyze, in this article, the way Brazilian and Portuguese students have answered to the challenge of thinking the history of Brazil without the Portuguese presence. Our work is based on the idea that, to build historical learning, it is important that students are capable to understand historical diversities from the human past reconstituted by historiography. This implies the capacity to produce knowledge understanding that the knowledge about the past is accomplished through historical evidence. Among the results we have found, it is the traditional way to teach History that still prevails, mainly in Brazilian schools: the lack of use of temporal markers by Brazilian students. Regarding the analysis of the narratives, we could notice, in most of the young students, an understanding of the past as something static, but we have also found narratives establishing relations between the present, past, and future, considering the possibility of changing the course of facts.

A História de Portugal nas aulas do 2.º CEB : Educação Histórica entre representações sociais e práticas educativas

“…394 BARCA, 2004. 395 BARCA, 2009, 2019CAINELLI, BARCA, 2018;LEVSTIK, BARTON, 2008;SEIXAS, MORTON, 2013. 396 BARTON, 2001.…”

“…403 BARCA, SCHMIDT, 2013RÜSEN, 2012. 404 BARCA, 2007aCAINELLI, BARCA, 2018;SEIXAS, MORTON, 2013. presente, a sensibilidade face à riqueza cultural da diferença, o entendimento do outro antropológico ou a interpretação da tolerância no respeito pelas idiossincrasias alheias.…”

As concepções de jovens estudantes sobre assuntos históricos

“…Nem mesmo a tendência em associá-la a uma concepção de história integrada contribuiu com mudanças para uma explicação menos estrutural da história do Brasil. Isso resultou na apreensão de uma memória histórica nacional e patriótica conforme as concepções de ensino geradas no Brasil do século XIX (Cainelli;Barca, 2018).…”