"Bebel", "sujeito-homem", "menor", tempo: juventude, liberdade e experiências de ensino de História na socioeducação

• Autor(a) principal: Silveira, Elisa Defelippe Durso Martins
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19975
• topic: Ensino de História; Saberes e práticas no espaço escolar; Ensino e aprendizagem em espaços não formais; Tempo; Socioeducação; History teaching; Knowledge and practices in the school space; Teaching and learning in non-formal spaces; Time; Socioeducation; CIENCIAS HUMANAS::HISTORIA::TEORIA E FILOSOFIA DA HISTORIA

The present work is an autobiographical account of the experience of teaching History classes to adolescents accused of committing infractions and, due to that, they are fulfilling a socioeducational measure of internment in a situation of deprivation of liberty. The experience of approximately three years working as a volunteer educator in the General Socioeducational Actions Department (Degase) generated curiosities about how these young people deal with time. Such concerns gained theoretical and methodological rigor to the point of becoming this dissertation. For doing this, it was important to understand the profile of the students participating in this research: young, black, peripheral, with low education and with some criminal experience. They had an irregular education which contributed to the fact that they were not, at the appropriate age, formally encouraged to think about the relationships that involve the past-present-future. However, this does not mean that they have not created their own mechanisms for dealing with time, deprived of their freedom or not. In order to reflect on how this happened, my History classes became a space to systematize and organize a discussion about time. This research proposed and analyzed five pedagogical activities that were applied to a specific class in Degase, between the months of March to July 2019. Such learning opportunities were designed with the aim of encouraging students to reflect on time, a cross-cutting theme of all research. Through student productions, the day-to-day in Degase, the time category and the possible lessons from teaching History and Theory of History, the final product was done: this dissertation.