Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay

Detalhes bibliográficos
Autor(a) principal: Souza, Éder Cristiano de
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: por
Título da fonte: Antíteses
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26755
Resumo: This article is based on three basic assumptions: 1. Teaching history, is dealing with knowledge that relate to life in society; 2. history teachers are subject participants of society, so their lives are affected by stories they learn and teach, or try to teach; 3. Historical learn is not a single isolated act, it can not be divorced from life in society, and is not limited to methodological and conceptual procedures restricted to the classroom. From these assumptions, it presents a discussion on the relationship between the historical learn, qualified on the fundamentals of historical thought, the guiding role of history in life and the concept of historical formation, from the way these issues are presented on the studies of Historical Education and Didactic of History. And reports a study with teachers and students, of degree in history, Brazilians and Paraguayans, from the concepts of objectivity and multiperspective, based on differing interpretations of a specific historical content, the Triple Alliance War. The results of this study allow us to draw reflections on relevant concepts to discuss the teach of history today: historical culture, "burdening history", identity and historical objectivity.
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spelling Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and ParaguayAprender, pensar e viver História: Contribuições e questionamentos a partir de um estudo com professores e estudantes brasileiros e paraguaiosHistorical learningHistorical formationHistorical cultureObjectivityMultiperspectiveHistorical learningAprendizagem históricaFormação históricaCultura históricaObjetividadeMultiperspectividadeAprendizagem históricaThis article is based on three basic assumptions: 1. Teaching history, is dealing with knowledge that relate to life in society; 2. history teachers are subject participants of society, so their lives are affected by stories they learn and teach, or try to teach; 3. Historical learn is not a single isolated act, it can not be divorced from life in society, and is not limited to methodological and conceptual procedures restricted to the classroom. From these assumptions, it presents a discussion on the relationship between the historical learn, qualified on the fundamentals of historical thought, the guiding role of history in life and the concept of historical formation, from the way these issues are presented on the studies of Historical Education and Didactic of History. And reports a study with teachers and students, of degree in history, Brazilians and Paraguayans, from the concepts of objectivity and multiperspective, based on differing interpretations of a specific historical content, the Triple Alliance War. The results of this study allow us to draw reflections on relevant concepts to discuss the teach of history today: historical culture, "burdening history", identity and historical objectivity.O presente artigo parte de três pressupostos elementares: 1. Ensinar história é lidar com conhecimentos que se relacionam à vida em sociedade; 2. Professores de história são sujeitos partícipes da sociedade, portanto suas vidassão afetadas por histórias que aprendem e ensinam, ou tentam ensinar; 3. Aprender história não é um ato individual isolado, pois não pode ser desvinculado da vida em sociedade, e não se limita a procedimentos metodológicos e conceituais restritos à sala de aula. A partir desses pressupostos, apresenta um debate sobre asrelações entre a aprendizagem histórica, qualificada nos fundamentos do pensamento histórico, a função orientadora da história na vida e a concepção de formação histórica, a partir da forma como essas questões se apresentam nos estudos da Educação Histórica e da Didática da História. E relata um estudo realizado com professores e estudantes, de licenciatura em história, brasileiros e paraguaios, a partir dos conceitos objetividade e multiperspectividade, tendo como base interpretações divergentes sobre um conteúdo histórico específico, a Guerra da Tríplice Aliança. Os resultados desse estudo permitem elaborar reflexões sobre conceitos relevantes para discutir o ensino de história na atualidade: cultura histórica, burdening history, identidades e objetividade histórica.Universidade Estadual de Londrina2017-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/2675510.5433/1984-3356.2016v9n18p18Antíteses; Vol. 9 No. 18 (2016): v. 9 , n. 18; 18-44Antíteses; v. 9 n. 18 (2016): v. 9 , n. 18; 18-441984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26755/20358Copyright (c) 2016 Antítesesinfo:eu-repo/semantics/openAccessSouza, Éder Cristiano de2021-09-21T13:49:41Zoai:ojs.pkp.sfu.ca:article/26755Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2021-09-21T13:49:41Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
Aprender, pensar e viver História: Contribuições e questionamentos a partir de um estudo com professores e estudantes brasileiros e paraguaios
title Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
spellingShingle Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
Souza, Éder Cristiano de
Historical learning
Historical formation
Historical culture
Objectivity
Multiperspective
Historical learning
Aprendizagem histórica
Formação histórica
Cultura histórica
Objetividade
Multiperspectividade
Aprendizagem histórica
title_short Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
title_full Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
title_fullStr Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
title_full_unstemmed Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
title_sort Learning, thinking and living History: Contributions and questions from a study with teachers and sudents from Brazi and Paraguay
author Souza, Éder Cristiano de
author_facet Souza, Éder Cristiano de
author_role author
dc.contributor.author.fl_str_mv Souza, Éder Cristiano de
dc.subject.por.fl_str_mv Historical learning
Historical formation
Historical culture
Objectivity
Multiperspective
Historical learning
Aprendizagem histórica
Formação histórica
Cultura histórica
Objetividade
Multiperspectividade
Aprendizagem histórica
topic Historical learning
Historical formation
Historical culture
Objectivity
Multiperspective
Historical learning
Aprendizagem histórica
Formação histórica
Cultura histórica
Objetividade
Multiperspectividade
Aprendizagem histórica
description This article is based on three basic assumptions: 1. Teaching history, is dealing with knowledge that relate to life in society; 2. history teachers are subject participants of society, so their lives are affected by stories they learn and teach, or try to teach; 3. Historical learn is not a single isolated act, it can not be divorced from life in society, and is not limited to methodological and conceptual procedures restricted to the classroom. From these assumptions, it presents a discussion on the relationship between the historical learn, qualified on the fundamentals of historical thought, the guiding role of history in life and the concept of historical formation, from the way these issues are presented on the studies of Historical Education and Didactic of History. And reports a study with teachers and students, of degree in history, Brazilians and Paraguayans, from the concepts of objectivity and multiperspective, based on differing interpretations of a specific historical content, the Triple Alliance War. The results of this study allow us to draw reflections on relevant concepts to discuss the teach of history today: historical culture, "burdening history", identity and historical objectivity.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-31
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/26755
10.5433/1984-3356.2016v9n18p18
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26755
identifier_str_mv 10.5433/1984-3356.2016v9n18p18
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/26755/20358
dc.rights.driver.fl_str_mv Copyright (c) 2016 Antíteses
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 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. 9 No. 18 (2016): v. 9 , n. 18; 18-44
Antíteses; v. 9 n. 18 (2016): v. 9 , n. 18; 18-44
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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