A formação da habilidade de explicar no contexto do ensino médio: o que dizem os livros? o que pensam os professores?
The discussion about explanation in knowledge has been made for decades. Through this course, we present different ways of understanding about what is to explain the history: the primitive ethnographic description, the chronicler, the positivist construction of...
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Formato: | doctoralThesis |
Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/19582 |
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Resumo: | The discussion about explanation in knowledge has been made
for decades. Through this
course, we present different ways of understanding about what is to explain the history: the
primitive ethnographic description, the chronicler, the positivist construction of a historical
science and historiography of the second
half of twentieth century. Nowadays this discussion
needs to be continued both in the general framework of scientific practice as within
educational institutions as cognitive
-
linguistic ability. The focus of our research is by the
second approach, which is
the explanation as cognitive
-
linguistic ability. The formation of
skills, among them, the explaining one, has been studied by the authors as: (NÚÑEZ 2012;
JORBA et al, 2000; SANMARTÍ and IZQUIERDO 2000). This research had as general
purpose: to study the
processes of formation of the ability to explain social revolution in
history classes in high school, by teachers opinion and by content as this theme among history
books, in order to support the continuing education of history teachers for high school. Th
e
qualitative based research used instruments of data collection and analysis protocol for the
books prepared for this study, and interviews with teachers. For this, the techniques of content
analysis and discourse referenced in Bardin and Orlandi , respec
tively were used. At first, the
instruments for data collection were developed and validated, while in the second, the data
were collected, organized and analyzed. From the answers to the questions of the study results
shows that: a) in the analyzed books
-
do not express the work with the definition of Social
Revolution, considering the processes for the formation of this definition, the predominant
type of explanation has characteristics of multicausality; proposals for teaching are
characterized as eclec
tic; b) while teachers speech
-
it is important the students know the
definition of Social Revolution, the ability to explain is more linked to didactic explanation in
the classroom than the explanation through epistemological sense. These results indicate
that
the formation of the ability to explain Social Revolution based in Cultural History approach,
are not expressed in the analyzed books, but they can serve as an important resource for this
purpose. The discourse of teachers has a potential pointing to
the possibility of teaching
organization and learning process, based on training or upgrading the explanation skill from
the theory of stepwise formation of mental actions and concepts by P.Ya. Galperin. For this
purpose, the research constitutes a contri
bution to support the continued education of history
teachers in high school. |
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