Ensino de história como reativação do político

• Autor(a) principal: Silva, Renata da Conceição Aquino da
• Data de Publicação: 2019
• 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/1/13554
• topic: History teaching; Political; Historical agency; Ensino de história; Político; Agência histórica; CNPQ::CIENCIAS HUMANAS::HISTORIA

This research's analysis subject is the work of a public school's history teacher whose significance was regarded as high according to the adopted method. The goal is to analyze if there is, and how it happens, the articulation between the history teaching, politics and the political. In the bulge of this objective, it is also sought the understanding of the effects caused by the emphasis given by the teacher to the political dimension of the history teaching over the production of the sense of historical agency in students. This research hypothesis is that the history teaching as a historiographical school operation (PENNA, 2013) configures as a reactivation of the political (LACLAU, 1999) both through the surfacing of the contingency, that happens during the explanations in the classroom, and through the egalitarian imaginary diffusion (LACLAU E MOUFFE, 2015a) delivered by the teacher in her appeals for the students to recognize themselves as rights-entitled subjects in a democratic regime and in her discursive formulation of antagonism as she criticizes the measurement culture (BIESTA, 2012) present in the policies of the state of Rio de Janeiro's educational office. Therefore, the student's sense of historical agency strengthens as the surfacing of the contingency and the discursive development of antagonisms creates an entreatment for the future to be acted upon.