The National Curricular Parameters and the process of constitution of didactics of history for the initial years.
Autor(a) principal: | |
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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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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|| |
_version_ |
1797069047380049920 |