Among Paulas, Martas, Pedros, Anas... in order to understand the complex subjects/knowledge relations in the context of historical learning

• Autor(a) principal: Caimi, Flávia Eloisa
• Data de Publicação: 2013
• Outros Autores: Oliveira, Sandra Regina Ferreira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Antíteses
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/13320
• topic: History teaching; Historical education; Teacher’s formation; Historical learning; Scholar everyday; Ensino de história; Educação histórica; Formação de professores; Aprendizagem histórica; Cotidiano escolar

We comprehend the learning room as a space where teachers and students knowledge cross it other, permeated by the idiosyncrasies from the society that surrounds the school. This study aims know the pedagogical practice of two teachers in the history teaching for the formers years of the fundamental school, to comprehend as the work that they develop interfere in the student’s historical knowledge construction. The study of case method of survey had the contribution of the teachers of two municipal schools from Londrina. The data, collected through the observation inside the learning room and semi structured interviews with the teachers, were analyzed from the theoretical assumptions announced by Isabel Barca, Hilary Cooper and Keity Barton. We concluded that there are similarities and differences on the teacher’s practice and the students behavior in both classrooms. From a general view, the work with the history is based, nearly exclusively, in the didactical book reading and in the demand to the students retain the information from it. There’s a silence in front of the questions raised by the students about the content and the mechanisms that permit the students to comprehend that the past can have many interpretations are inexistent.