A história da alimentação como ferramenta de ensino de história
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/15793 |
Resumo: | The present study proposes the development of possibilities for teaching through the History of Food as a proposal of historical learning. Such theme was chosen for its relevance as well as its potential to contribute to students' understanding of History as a school subject, since food is an intrinsic element of humanity history, thus being a guiding thread capable of provoking inquiries, identifying relations between the past and the present, arousing interest, understanding and reflection, enhancing an intersection between historical, social and cultural elements. For the accomplishment of this study, several theoretical references were used, allowing a greater theoretical investigation regarding this approach. The application and investigation were conducted in two public schools, comprising an Elementary as well as a High School, both located in Santa Maria, in the state of Rio Grande do Sul, Brazil. One of the goals was to verify how the same teaching proposal and the same programmatic content: "The Medieval World", could be understood and perceived in these two different levels of education. Multiple sources and resources were used in order to favor an innovative practice, arousing students’ interest in History, making it enjoyable and meaningful. For the accomplishment of this work, several instruments have been used to promote an interaction between students and the historical content. Firstly, an exposition of the medieval context investigated was proposed, using various iconographic materials to promote debates in class. Afterwards, data collection was carried out among students and their families, who answered questions related to eating habits and customs for comparison purposes, in order to perceive the relations of similarities and differences between the generations examined, with the final aim of relating them to the medieval context. To demonstrate this perception, students prepared a Medieval Table, exposing foods which are still present nowadays. The conclusion of this study was conducted through a Class Memory, in which students recorded their understandings acquired through the approaches proposed for historical learning. The results obtained confirmed that all the objectives initially indicated in the present work have been achieved. It is possible to conclude that the present proposal of historical learning, valuing local memory and experiences, besides facilitating comparisons with the past, was able to successfully approximate students’ reality to History, making historical teaching and knowledge constructive and interesting. |
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2019-02-27T21:54:47Z2019-02-27T21:54:47Z2018-12-10http://repositorio.ufsm.br/handle/1/15793The present study proposes the development of possibilities for teaching through the History of Food as a proposal of historical learning. Such theme was chosen for its relevance as well as its potential to contribute to students' understanding of History as a school subject, since food is an intrinsic element of humanity history, thus being a guiding thread capable of provoking inquiries, identifying relations between the past and the present, arousing interest, understanding and reflection, enhancing an intersection between historical, social and cultural elements. For the accomplishment of this study, several theoretical references were used, allowing a greater theoretical investigation regarding this approach. The application and investigation were conducted in two public schools, comprising an Elementary as well as a High School, both located in Santa Maria, in the state of Rio Grande do Sul, Brazil. One of the goals was to verify how the same teaching proposal and the same programmatic content: "The Medieval World", could be understood and perceived in these two different levels of education. Multiple sources and resources were used in order to favor an innovative practice, arousing students’ interest in History, making it enjoyable and meaningful. For the accomplishment of this work, several instruments have been used to promote an interaction between students and the historical content. Firstly, an exposition of the medieval context investigated was proposed, using various iconographic materials to promote debates in class. Afterwards, data collection was carried out among students and their families, who answered questions related to eating habits and customs for comparison purposes, in order to perceive the relations of similarities and differences between the generations examined, with the final aim of relating them to the medieval context. To demonstrate this perception, students prepared a Medieval Table, exposing foods which are still present nowadays. The conclusion of this study was conducted through a Class Memory, in which students recorded their understandings acquired through the approaches proposed for historical learning. The results obtained confirmed that all the objectives initially indicated in the present work have been achieved. It is possible to conclude that the present proposal of historical learning, valuing local memory and experiences, besides facilitating comparisons with the past, was able to successfully approximate students’ reality to History, making historical teaching and knowledge constructive and interesting.O presente estudo propõe o desenvolvimento de possibilidades de ensino através da História da Alimentação como proposta de aprendizagem histórica. A intenção de trabalhar essa temática reside no propósito de ser significativa e de contribuir para que os alunos compreendam a disciplina de História, a partir do enfoque da alimentação, elemento presente na história da humanidade, como um fio condutor capaz de provocar indagações, questionamentos e de identificar relações entre o passado e o presente, despertando interesse, compreensão e reflexão, propiciando o cruzamento entre o histórico, o social e o cultural. Para a realização deste estudo foram utilizados diversos referenciais teóricos que possibilitaram maior aprofundamento teórico acerca desta abordagem. A aplicação e investigação ocorreu em duas escolas públicas de Santa Maria/RS, uma de Ensino Fundamental e a outra de Ensino Médio, objetivando verificar como a mesma proposta de ensino e o mesmo conteúdo programático: “O Mundo Medieval”, poderia ser entendida e percebida nesses dois diferentes níveis de ensino. Fez-se uso de múltiplas fontes e recursos que propiciaram uma prática renovada, despertando nos educandos interesse pela disciplina, tornando-a prazerosa e significativa. Para a realização deste trabalho, foram utilizados vários instrumentos que viabilizaram a aproximação do conteúdo histórico ao educando. Partiu-se da exposição do contexto medieval investigado, utilizando diversos materiais iconográficos, para promover o debate em aula. Após, foi realizada a coleta de dados, entre alunos e seus familiares, que responderam questões pertinentes aos hábitos e costumes alimentares, com o objetivo de compará-los, a fim de perceber as relações de semelhanças e diferenças entre as gerações investigadas, para posteriormente relacioná-los ao contexto medieval. Para evidenciar esta percepção, os educandos prepararam uma Mesa Medieval, expondo alimentos ainda presentes na atualidade. A conclusão deste estudo se deu através de uma Memória de Aula, na qual os alunos registraram as suas apreensões adquiridas ao longo das abordagens propostas de aprendizagem histórica. Os resultados obtidos confirmaram que esse trabalho conseguiu cumprir seu papel, atendendo a todos os objetivos nele indicados. Conclui-se que, esta proposta de aprendizagem histórica, valorizando a memória e as experiências locais, conseguiu com êxito aproximar o conteúdo da disciplina de História à realidade dos alunos, além de facilitar a comparação com o passado, tornou o ensino e o conhecimento histórico construtivo e interessante.Fund. Coord. de Aperf. de Pessoal Nível Superior, FCAPNSporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Ensino de História em Rede NacionalUFSMBrasilHistóriaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAlimentaçãoAprendizagem históricaEnsino de históriaHistória da alimentaçãoProfHistóriaFoodHistorical learningHistory teachingHistory of foodCNPQ::CIENCIAS HUMANAS::HISTORIAA história da alimentação como ferramenta de ensino de históriaThe history of food as a history teaching toolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisRemedi, José Martinho Rodrigueshttp://lattes.cnpq.br/4112671771507306Witter, Nikelen Acostahttp://lattes.cnpq.br/8774179848468670Skolaude, Mateus Silvahttp://lattes.cnpq.br/7574697888162358http://lattes.cnpq.br/5983118605416283Oliveira, Adriana Sassi de700500000002600f2f8706f-4217-4717-a112-9b3676164d0c1e0a4967-64a3-4d3a-a254-b47c7ea1bc6b3c0e7310-8b8f-487c-a3e4-f26d6d8b8a0f98294223-3e16-40af-a4e1-fea4c0b60c48reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A história da alimentação como ferramenta de ensino de história |
dc.title.alternative.eng.fl_str_mv |
The history of food as a history teaching tool |
title |
A história da alimentação como ferramenta de ensino de história |
spellingShingle |
A história da alimentação como ferramenta de ensino de história Oliveira, Adriana Sassi de Alimentação Aprendizagem histórica Ensino de história História da alimentação ProfHistória Food Historical learning History teaching History of food CNPQ::CIENCIAS HUMANAS::HISTORIA |
title_short |
A história da alimentação como ferramenta de ensino de história |
title_full |
A história da alimentação como ferramenta de ensino de história |
title_fullStr |
A história da alimentação como ferramenta de ensino de história |
title_full_unstemmed |
A história da alimentação como ferramenta de ensino de história |
title_sort |
A história da alimentação como ferramenta de ensino de história |
author |
Oliveira, Adriana Sassi de |
author_facet |
Oliveira, Adriana Sassi de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Remedi, José Martinho Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4112671771507306 |
dc.contributor.referee1.fl_str_mv |
Witter, Nikelen Acosta |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8774179848468670 |
dc.contributor.referee2.fl_str_mv |
Skolaude, Mateus Silva |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7574697888162358 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5983118605416283 |
dc.contributor.author.fl_str_mv |
Oliveira, Adriana Sassi de |
contributor_str_mv |
Remedi, José Martinho Rodrigues Witter, Nikelen Acosta Skolaude, Mateus Silva |
dc.subject.por.fl_str_mv |
Alimentação Aprendizagem histórica Ensino de história História da alimentação ProfHistória |
topic |
Alimentação Aprendizagem histórica Ensino de história História da alimentação ProfHistória Food Historical learning History teaching History of food CNPQ::CIENCIAS HUMANAS::HISTORIA |
dc.subject.eng.fl_str_mv |
Food Historical learning History teaching History of food |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::HISTORIA |
description |
The present study proposes the development of possibilities for teaching through the History of Food as a proposal of historical learning. Such theme was chosen for its relevance as well as its potential to contribute to students' understanding of History as a school subject, since food is an intrinsic element of humanity history, thus being a guiding thread capable of provoking inquiries, identifying relations between the past and the present, arousing interest, understanding and reflection, enhancing an intersection between historical, social and cultural elements. For the accomplishment of this study, several theoretical references were used, allowing a greater theoretical investigation regarding this approach. The application and investigation were conducted in two public schools, comprising an Elementary as well as a High School, both located in Santa Maria, in the state of Rio Grande do Sul, Brazil. One of the goals was to verify how the same teaching proposal and the same programmatic content: "The Medieval World", could be understood and perceived in these two different levels of education. Multiple sources and resources were used in order to favor an innovative practice, arousing students’ interest in History, making it enjoyable and meaningful. For the accomplishment of this work, several instruments have been used to promote an interaction between students and the historical content. Firstly, an exposition of the medieval context investigated was proposed, using various iconographic materials to promote debates in class. Afterwards, data collection was carried out among students and their families, who answered questions related to eating habits and customs for comparison purposes, in order to perceive the relations of similarities and differences between the generations examined, with the final aim of relating them to the medieval context. To demonstrate this perception, students prepared a Medieval Table, exposing foods which are still present nowadays. The conclusion of this study was conducted through a Class Memory, in which students recorded their understandings acquired through the approaches proposed for historical learning. The results obtained confirmed that all the objectives initially indicated in the present work have been achieved. It is possible to conclude that the present proposal of historical learning, valuing local memory and experiences, besides facilitating comparisons with the past, was able to successfully approximate students’ reality to History, making historical teaching and knowledge constructive and interesting. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-10 |
dc.date.accessioned.fl_str_mv |
2019-02-27T21:54:47Z |
dc.date.available.fl_str_mv |
2019-02-27T21:54:47Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15793 |
url |
http://repositorio.ufsm.br/handle/1/15793 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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700500000002 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino de História em Rede Nacional |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
História |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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