The National Curricular Parameters and the process of constitution of didactics of history for the initial years.

Detalhes bibliográficos
Autor(a) principal: Sanches, Tiago Costa
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/26842
Resumo: Teaching History in the initial years is a field of research that, despite having presented quantitativ e and qualitative growth in recent years, needs special attention from the researchers and teachers of the initial years for the way it has been approached by the state organisms. In the course of the formation of Didactics of History in the initial years,several conceptions of teaching and learning of History guided the debates on the theme, giving these didactics a specific epistemological character. Concerned to investigate the processes of construction of historical knowledge, using the specific epistemology of History, the line of research Historical Education, presents today a possibility of thinking the Didactics of History from the science of reference. However, considering the above, the present study sought, in its theoretical construct, to explain the relations between the pedagogic sciences and the History Science itself in the constitution of a didactic specific of History for the initial years. Given this specificity the present study had an empirical investigation that, based on the methodological approach called Content Analysis, sought to investigate in official documents which conceptions of teaching and learning were its construction. From this theoretical study and from the analyzes of national official documents, focused on Teaching History, we can verify some assumptions and meanings of Didactics of History for the first years of Elementary School.
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spelling The National Curricular Parameters and the process of constitution of didactics of history for the initial years.Os Parâmetros Curriculares Nacionais e o processo de constituição de uma didática da história para os anos iniciaisHistory teachingHistorical educationDidactics of historyEarly yearsHistoryEnsino de históriaEducação históricaDidática da históriaAnos iniciaisHistóriaTeaching History in the initial years is a field of research that, despite having presented quantitativ e and qualitative growth in recent years, needs special attention from the researchers and teachers of the initial years for the way it has been approached by the state organisms. In the course of the formation of Didactics of History in the initial years,several conceptions of teaching and learning of History guided the debates on the theme, giving these didactics a specific epistemological character. Concerned to investigate the processes of construction of historical knowledge, using the specific epistemology of History, the line of research Historical Education, presents today a possibility of thinking the Didactics of History from the science of reference. However, considering the above, the present study sought, in its theoretical construct, to explain the relations between the pedagogic sciences and the History Science itself in the constitution of a didactic specific of History for the initial years. Given this specificity the present study had an empirical investigation that, based on the methodological approach called Content Analysis, sought to investigate in official documents which conceptions of teaching and learning were its construction. From this theoretical study and from the analyzes of national official documents, focused on Teaching History, we can verify some assumptions and meanings of Didactics of History for the first years of Elementary School.O Ensino de História nos anos iniciais é um campo de pesquisa que, apesar de apresentar nos últimos anos um crescimento quantitativo e qualitativo, necessita de uma atenção especial dos pesquisadores e professores dos anos iniciais pela forma como tem sido abordado pelos organismos do Estado. Nos percursos de constituição da Didática da História nos anos iniciais, diversas concepções de ensino - aprendizagem da História pautaram os debates sobre o tema, conferindo a esta Didática um caráter epistemológico específico. Preocupada em investigar os processos de construção do conhecimento histórico, utilizando a epistemologia específica da História, a linha de pesquisa Educação Histórica, apresenta hoje uma possibilidade de se pensar a Didática da Histórica a partir da própria ciência de referência. No entanto, considerando o exposto, o presente estudo buscou, em seu constructo teórico, explicitar as relações entre as ciências pedagógicas e a própria Ciência da História na constituição de uma didática específica da História para os anos iniciais. Atendendo esta especificidade o presente estudo contou com uma investigação empírica que, a partir da abordagem metodológica denominada Análise de Conteúdo, procurou investigar em documentos oficiais quais concepções de ensino-aprendizagem balizaram sua construção. Deste estudo teórico e das análises de documentos oficiais nacionais, voltados para o Ensino de História, pode-se verificar alguns pressupostos e significados de uma Didática da História para os anos primeiros anos do Ensino Fundamental.Universidade Estadual de Londrina2017-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionContent analysisAnálise de conteúdoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/2684210.5433/1984-3356.2016v9n18p222Antíteses; Vol. 9 No. 18 (2016): v. 9 , n. 18; 222-248Antíteses; v. 9 n. 18 (2016): v. 9 , n. 18; 222-2481984-3356reponame:Antítesesinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26842/20368Copyright (c) 2016 Antítesesinfo:eu-repo/semantics/openAccessSanches, Tiago Costa2021-10-18T14:10:07Zoai:ojs.pkp.sfu.ca:article/26842Revistahttps://www.uel.br/revistas/uel/index.php/antitesesPUBhttps://www.uel.br/revistas/uel/index.php/antiteses/oaiantiteses@uel.br||1984-33561984-3356opendoar:2021-10-18T14:10:07Antíteses - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
Os Parâmetros Curriculares Nacionais e o processo de constituição de uma didática da história para os anos iniciais
title The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
spellingShingle The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
Sanches, Tiago Costa
History teaching
Historical education
Didactics of history
Early years
History
Ensino de história
Educação histórica
Didática da história
Anos iniciais
História
title_short The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
title_full The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
title_fullStr The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
title_full_unstemmed The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
title_sort The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
author Sanches, Tiago Costa
author_facet Sanches, Tiago Costa
author_role author
dc.contributor.author.fl_str_mv Sanches, Tiago Costa
dc.subject.por.fl_str_mv History teaching
Historical education
Didactics of history
Early years
History
Ensino de história
Educação histórica
Didática da história
Anos iniciais
História
topic History teaching
Historical education
Didactics of history
Early years
History
Ensino de história
Educação histórica
Didática da história
Anos iniciais
História
description Teaching History in the initial years is a field of research that, despite having presented quantitativ e and qualitative growth in recent years, needs special attention from the researchers and teachers of the initial years for the way it has been approached by the state organisms. In the course of the formation of Didactics of History in the initial years,several conceptions of teaching and learning of History guided the debates on the theme, giving these didactics a specific epistemological character. Concerned to investigate the processes of construction of historical knowledge, using the specific epistemology of History, the line of research Historical Education, presents today a possibility of thinking the Didactics of History from the science of reference. However, considering the above, the present study sought, in its theoretical construct, to explain the relations between the pedagogic sciences and the History Science itself in the constitution of a didactic specific of History for the initial years. Given this specificity the present study had an empirical investigation that, based on the methodological approach called Content Analysis, sought to investigate in official documents which conceptions of teaching and learning were its construction. From this theoretical study and from the analyzes of national official documents, focused on Teaching History, we can verify some assumptions and meanings of Didactics of History for the first years of Elementary School.
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
Content analysis
Análise de conteúdo
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26842
10.5433/1984-3356.2016v9n18p222
url https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/26842
identifier_str_mv 10.5433/1984-3356.2016v9n18p222
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/26842/20368
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; 222-248
Antíteses; v. 9 n. 18 (2016): v. 9 , n. 18; 222-248
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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