CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS DE HISTÓRIA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL: UM ESTUDO EXPLORATÓRIO COM PROFESSORES DA REDE MUNICIPAL DE SANTA MARIA, RS

• Autor(a) principal: Almeida, Rosemary Pereira de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1104
• topic: Concepções. Ensino de História. Práticas pedagógicas.; Conceptions. History Teaching. Pedagogical practices.; Humanidades e Linguagens

In this study, we start from the following question: Which didactic methodological concepts and strategies permeate the teaching practices of History teachers from the Municipal Education Network of Santa Maria, RS? As a general objective, we sought to analyze aspects related to the teaching of History from the didactic-methodological concepts and strategies used by teachers in the final years of Elementary School, in the Municipal Network of Santa Maria, RS. In the methodological design, with a qualitative approach and exploratory character, 13 teachers from the municipal school system of Santa Maria, RS, answered questions whose data collection was based on an authorial questionnaire, prepared in Google Forms and, in the perspective of Bardin ( 2015), data analysis was based on the content analysis technique.The theoretical review, which makes up the first chapter, comprises considerations related to the teaching of History, according to the National Common Curricular Base (BNCC), with the Gaucho Standard of History and with the Curricular Guiding Document of the Municipality of Santa Maria; Historiographic Schools and a section called Interlocutions between theory and practice in the teaching of History. In the second chapter, the methodological design of the research and its consequences are described. In the third, the results and discussion of the study are presented, in which it was found that the Conception of History most used by the research participants is the Annales School. When History is remembered as a science, the word knowledge is the most cited, followed by the indication of the most used didactic-methodological strategies, such as the textbook, texts and exercises prepared by the teachers themselves. Reflecting, interpreting and knowing are keywords often mentioned to relate the teaching of History to critical-analytical thinking. Thus, the articulation between historiographical culture, theoretical schools and teaching knowledge are three fundamental pillars for the quality of History teaching whose debate is open in pedagogical practices, pointing to a constant reflection and research, either through the intention of public policies or by continuing education.