Burdening History and ethnocetrism: the History teaching and Rwanda’s genocide on the web

• Autor(a) principal: Fonseca, Danilo Ferreira da
• Data de Publicação: 2019
• Outros Autores: Germinari, Geyso Dongley
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Antíteses
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/antiteses/article/view/35078
• topic: History teaching; Burdening History; Ethnocentrism; Rwandan genocide; História dificil; Ensino de história; História difícil; Etnocentrismo; Genocídio de Ruanda; História Dificil

The historical consciousness in the contemporary world has the vital function of instituting temporal sense to human life, through specific processes of learning, consciousness articulates past, present and future in the same temporal structure that establishes historical sense to the individual and to the world. The temporal changes lived and suffered as instability need new meanings in the course of time, they need historical sense for the continuity of daily human activities. The temporal changes that destabilize life can be traumatic, hostile, bitter, sad, heavy, conflicting, difficult to live, what the German historian and didaticist Bodo von Borries (2016) calls Burdening History, which are difficult stories to be taught and learned because they carry strong feelings of guilt, shame and mourning. Based on this assumption, we tried to contribute with the debate, from the reflection about the History teaching in Rwanda, particularly about the so-called Rwanda genocide. The study looked at historical content disclosure Web sites. The use of the internet in the school environment is growing, both by children and young people, as well as by teachers.