Práticas pedagógicas que dão voz ao protagonismo estudantil: ressignificando o processo de ensino-aprendizagem em História nos anos finais do Ensino Fundamental (do 6º ao 9º ano) em uma escola de Uberlândia/MG

• Autor(a) principal: Mendonça, Núbia Tortelli
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/36295; http://doi.org/10.14393/ufu.di.2022.520
• topic: Ensino de História; Protagonismo estudantil; Aprendizagem histórica; Afetividade; História; Teaching of History; Student protagonism; Learning of history; Affectivity; CNPQ::CIENCIAS HUMANAS::HISTORIA; História; História - Estudo e ensino; Práticas pedagógicas; Ensino de história

With the goal of creating possibilities for new pedagogical practices for the Teaching of History, this research intents to reflect on what would be necessary for the elaboration of lessons on which the students become active agents/protagonists of the teaching-learning process, searching to comprehend how this can aid in the learning of history. Our main hypothesis is that the Teaching of History, beyond the pragmatical content of the subject, can become an instrument to push for student protagonism, especially in the final years of Middle School. As they are mobilized to participate actively in the “collective agreements”, self-evaluations, reflections about the methodologies used, it’s created an environment where the students improve their learning of History and become responsible for their knowledge, as well the teacher is capable to achieve their subject objectives more easily. The development of the research is made through the bibliographical revision, exposition and analysis of lived didactical experiences. While investigating research that approaches the theme, it was possible to realize how important it is that the Teaching of History has a practical sense, as well as affective, for the students. Thusly, we function under the idea that it is necessary to create spaces that promote active participation from students in History lessons, to generate bigger involvement/interest for the subject, so that it is possible to build critical historical knowledge.