The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)

Detalhes bibliográficos
Autor(a) principal: Costa, Maria Paula
Data de Publicação: 2013
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/17180
Resumo: This article aims to examine how teachers who participated in the Educational Development Program of Paraná (PDE) sought to associate their teaching knowledge to the everyday practice school of the State of Parana Curricular Guidelines for History in Basic Education (DCEs). This research focuses on the particular perceptions of teachers and educators by analyzing the uses, meanings, difficulties and the denial of the official curricular text. The teaching proposal of DCEs is bound to the discussions which are related to a research area named, Historical Education, specifically it is part of distinguished studies of Jorn Rusen about historical consciousness. In this sense, we seek to unravel the different meanings assigned by teachers and their impact on teaching in the school.
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spelling The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)O Ensino de História no século XXI: a perspectiva dos professores participantes do Programa de Desenvolvimento Educacional do Paraná (PDE) em relação às Diretrizes Curriculares da Educação Básica de História (DCEs)Teaching of historyContinued teaching trainingCurriculumHistorical educationEnsino de históriaFormação continuada de professoresCurrículo e educação históricaThis article aims to examine how teachers who participated in the Educational Development Program of Paraná (PDE) sought to associate their teaching knowledge to the everyday practice school of the State of Parana Curricular Guidelines for History in Basic Education (DCEs). This research focuses on the particular perceptions of teachers and educators by analyzing the uses, meanings, difficulties and the denial of the official curricular text. The teaching proposal of DCEs is bound to the discussions which are related to a research area named, Historical Education, specifically it is part of distinguished studies of Jorn Rusen about historical consciousness. In this sense, we seek to unravel the different meanings assigned by teachers and their impact on teaching in the school.Este artigo tem por objetivo analisar como os professores que participaram do Programa de Desenvolvimento Educacional do Paraná (PDE) mobilizaram seus saberes docentes para a leitura e apropriação na prática do cotidiano escolar das Diretrizes Curriculares da Educação Básica de História do Estado do Paraná (DCEs). Para tanto a principal fonte de pesquisa foram às respostas de um instrumento de investigação que procurou compreender os usos, significados, dificuldades e negação deste texto curricular oficial. A proposta de ensino das DCEs está vinculada as discussões da área de investigação denominada, Educação Histórica, especificamente aos estudos teóricos de Jörn Rüsen sobre consciência histórica. Neste sentido, buscamos desvendar os diferentes significados atribuídos pelos professores e seu impacto no trabalho docente no âmbito escolar.Universidade Estadual de Londrina2013-12-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/1718010.5433/1984-3356.2013v6n12p53Antíteses; Vol. 6 No. 12 (2013): Jul./Dez. Dossiê História e Ensino; 53-75Antíteses; v. 6 n. 12 (2013): Jul./Dez. Dossiê História e Ensino; 53-751984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/17180/13553Copyright (c) 2013 Antítesesinfo:eu-repo/semantics/openAccessCosta, Maria Paula2022-03-11T17:50:39Zoai:ojs.pkp.sfu.ca:article/17180Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2022-03-11T17:50:39Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
O Ensino de História no século XXI: a perspectiva dos professores participantes do Programa de Desenvolvimento Educacional do Paraná (PDE) em relação às Diretrizes Curriculares da Educação Básica de História (DCEs)
title The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
spellingShingle The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
Costa, Maria Paula
Teaching of history
Continued teaching training
Curriculum
Historical education
Ensino de história
Formação continuada de professores
Currículo e educação histórica
title_short The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
title_full The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
title_fullStr The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
title_full_unstemmed The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
title_sort The History Teaching on Twenty-first Century: The perspective of teachers participating of the Educational Development Program of Parana (PDE) in regards to the Curricular Guidelines for History in Basic Education (DCEs)
author Costa, Maria Paula
author_facet Costa, Maria Paula
author_role author
dc.contributor.author.fl_str_mv Costa, Maria Paula
dc.subject.por.fl_str_mv Teaching of history
Continued teaching training
Curriculum
Historical education
Ensino de história
Formação continuada de professores
Currículo e educação histórica
topic Teaching of history
Continued teaching training
Curriculum
Historical education
Ensino de história
Formação continuada de professores
Currículo e educação histórica
description This article aims to examine how teachers who participated in the Educational Development Program of Paraná (PDE) sought to associate their teaching knowledge to the everyday practice school of the State of Parana Curricular Guidelines for History in Basic Education (DCEs). This research focuses on the particular perceptions of teachers and educators by analyzing the uses, meanings, difficulties and the denial of the official curricular text. The teaching proposal of DCEs is bound to the discussions which are related to a research area named, Historical Education, specifically it is part of distinguished studies of Jorn Rusen about historical consciousness. In this sense, we seek to unravel the different meanings assigned by teachers and their impact on teaching in the school.
publishDate 2013
dc.date.none.fl_str_mv 2013-12-03
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://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/17180
10.5433/1984-3356.2013v6n12p53
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/17180
identifier_str_mv 10.5433/1984-3356.2013v6n12p53
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/17180/13553
dc.rights.driver.fl_str_mv Copyright (c) 2013 Antíteses
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2013 Antíteses
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Antíteses; Vol. 6 No. 12 (2013): Jul./Dez. Dossiê História e Ensino; 53-75
Antíteses; v. 6 n. 12 (2013): Jul./Dez. Dossiê História e Ensino; 53-75
1984-3356
reponame:Antíteses
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Antíteses
collection Antíteses
repository.name.fl_str_mv Antíteses - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv antiteses@uel.br||
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