As identidades juvenis urbanas como autopercepção e compreensão do “outro” na produção do conhecimento histórico escolar
This master thesis presents a research in History Teaching Science, regarding the role of students in the 8th grade of Elementary School at the Professor Paulo Nobre State School, in Macaíba, Rio Grande do Norte, a moment in which the need to investigate how identities urban youths develop the pe...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31802 |
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| Resumo: | This master thesis presents a research in History Teaching Science, regarding the role of
students in the 8th grade of Elementary School at the Professor Paulo Nobre State School, in
Macaíba, Rio Grande do Norte, a moment in which the need to investigate how identities
urban youths develop the perception of themselves and the “other” and how these identity
relationships are linked to the production of school historical knowledge. According to these
questions, we sought to understand the relationship between the perception of youth identity
(individual and collective) and the construction of historical knowledge in the classroom. To
this end, we started a research performing a historical contextualization about the changes
suffered by History Teaching, its didactic production and the development of new teaching
perspectives. Then, we perform the function on the concepts of identity, memory and fluidity
of the social compositions of youth groups, in order to prepare students for the practical
experience of understanding identity from the self-reflective action on what this concept
means, bol, for these subjects. We continue to elaborate on the relationship between historical
consciousness and History Teaching. In the sequence, we approach the action research
method, as it is considered the most suitable for carrying out this investigation, since this
scientific methodology associates individual experiences of the teaching praxis with the
scientific methods of historical research, thus allowing the intersection with the students'
historicities, their written learning narratives and as different types of historical awareness,
these elements being indispensable sources for understanding the process of building school
historical knowledge. After getting search results was structured an interventionist proposal in
History Teaching promoted as a Didactic Workshop because is interactive, challenging and
dynamic which allows the teacher to adapt our proposal to their teaching reality. |
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