BNCC: possible dialogues between history teaching?

Detalhes bibliográficos
Autor(a) principal: Lucena, Lúcio José de Azevêdo
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785
Resumo: The present work aims to briefly discuss school historical knowledge and intellectual reflection, together with teaching autonomy, following the construction and application of their classroom activities (historical sources) with 9th grade students. It is necessary to demarcate the importance of school historical knowledge, which, unfortunately, is not even guaranteed in the thematic units of the current BNCC. Thus, it was also sought to trace possible dialogues between the referenced authors, such as Martins (2019); Silva (2019); Pereira (2008); Macedo (1996); Pandel (1987) and the current BNCC of History (2018), to unite teaching practice. We use qualitative descriptive research, in a commitment to point out a place approach based on the precision of applied technology by collecting data from architectural sources around the school and the classroom. The result was a process made flexible by the teacher (lesson plan), in three experienced didactic sequences. The debate was settled; the readings of shared collected responses; finally, the formation of personal identity was practiced in dialogues with the critical historical conscience.
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spelling BNCC: possible dialogues between history teaching? BNCC: diálogos possíveis entre o ensino de história?BNCCConhecimento Histórico EscolarEnsino de HistóriaFontes HistóricasBNCCScholastic Historical KnowledgeHistory TeachingHistorical SourcesThe present work aims to briefly discuss school historical knowledge and intellectual reflection, together with teaching autonomy, following the construction and application of their classroom activities (historical sources) with 9th grade students. It is necessary to demarcate the importance of school historical knowledge, which, unfortunately, is not even guaranteed in the thematic units of the current BNCC. Thus, it was also sought to trace possible dialogues between the referenced authors, such as Martins (2019); Silva (2019); Pereira (2008); Macedo (1996); Pandel (1987) and the current BNCC of History (2018), to unite teaching practice. We use qualitative descriptive research, in a commitment to point out a place approach based on the precision of applied technology by collecting data from architectural sources around the school and the classroom. The result was a process made flexible by the teacher (lesson plan), in three experienced didactic sequences. The debate was settled; the readings of shared collected responses; finally, the formation of personal identity was practiced in dialogues with the critical historical conscience.O presente trabalho objetiva discorrer, brevemente, quanto ao conhecimento histórico escolar e a reflexão intelectual, conjuntamente, com a autonomia docente, seguindo a construção e aplicação de suas atividades em sala (fontes históricas) com alunos do 9º ano. É preciso demarcar a importância do conhecimento histórico escolar, que, infelizmente, ainda sequer está garantido nas unidades temáticas da atual BNCC. Assim, buscou-se igualmente, traçar possíveis diálogos entre os autores referenciados, como Martins (2019); Silva (2019); Pereira (2008); Macedo (1996); Pandel (1987) e atual BNCC de História (2018), para unir a prática docente. Utilizamos a investigação qualitativa de tipo descritiva, em compromisso de apontar uma abordagem de lugar a partir da precisão de tecnologia aplicada ao colher dados de fontes arquitetônicas ao redor da escola e a sala de aula. Resultou um processo flexibilizado pelo professor (plano de aula), em três sequências didáticas experienciadas. O debate foi estabelecido; as leituras de repostas colhidas compartilhadas; por fim, praticou-se a formação de identidade pessoal em diálogos com a consciência histórica crítica.EdUECE - Editora da Universidade Estadual do Ceará2022-11-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-10Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-10Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-102675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785/7820Copyright (c) 2022 Lúcio José de Azevêdo Lucenahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLucena, Lúcio José de Azevêdo 2022-12-17T12:03:51Zoai:ojs.revistas.uece.br:article/8785Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-12-17T12:03:51Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv BNCC: possible dialogues between history teaching?
BNCC: diálogos possíveis entre o ensino de história?
title BNCC: possible dialogues between history teaching?
spellingShingle BNCC: possible dialogues between history teaching?
Lucena, Lúcio José de Azevêdo
BNCC
Conhecimento Histórico Escolar
Ensino de História
Fontes Históricas
BNCC
Scholastic Historical Knowledge
History Teaching
Historical Sources
title_short BNCC: possible dialogues between history teaching?
title_full BNCC: possible dialogues between history teaching?
title_fullStr BNCC: possible dialogues between history teaching?
title_full_unstemmed BNCC: possible dialogues between history teaching?
title_sort BNCC: possible dialogues between history teaching?
author Lucena, Lúcio José de Azevêdo
author_facet Lucena, Lúcio José de Azevêdo
author_role author
dc.contributor.author.fl_str_mv Lucena, Lúcio José de Azevêdo
dc.subject.por.fl_str_mv BNCC
Conhecimento Histórico Escolar
Ensino de História
Fontes Históricas
BNCC
Scholastic Historical Knowledge
History Teaching
Historical Sources
topic BNCC
Conhecimento Histórico Escolar
Ensino de História
Fontes Históricas
BNCC
Scholastic Historical Knowledge
History Teaching
Historical Sources
description The present work aims to briefly discuss school historical knowledge and intellectual reflection, together with teaching autonomy, following the construction and application of their classroom activities (historical sources) with 9th grade students. It is necessary to demarcate the importance of school historical knowledge, which, unfortunately, is not even guaranteed in the thematic units of the current BNCC. Thus, it was also sought to trace possible dialogues between the referenced authors, such as Martins (2019); Silva (2019); Pereira (2008); Macedo (1996); Pandel (1987) and the current BNCC of History (2018), to unite teaching practice. We use qualitative descriptive research, in a commitment to point out a place approach based on the precision of applied technology by collecting data from architectural sources around the school and the classroom. The result was a process made flexible by the teacher (lesson plan), in three experienced didactic sequences. The debate was settled; the readings of shared collected responses; finally, the formation of personal identity was practiced in dialogues with the critical historical conscience.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/8785/7820
dc.rights.driver.fl_str_mv Copyright (c) 2022 Lúcio José de Azevêdo Lucena
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Lúcio José de Azevêdo Lucena
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 3 No. 1 (2022): Ensino em Perspectivas; 1-10
Enseñar en perspectivas; Vol. 3 Núm. 1 (2022): Ensino em Perspectivas; 1-10
Ensino em Perspectivas; v. 3 n. 1 (2022): Ensino em Perspectivas; 1-10
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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