Formação histórica de sentido: práticas de ensino de história no Movimento de Educação de Base (MEB) (1961-1970)
This work aims to investigate and analyze the teaching of history in radio difused classes developed by Movimento de Educação de Base (MEB) in the Radioeducational System of Natal-RN during the 1960s. The movement was an experience achieved by the Catholic Church with the decree 50.370/1961 and w...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52083 |
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| Resumo: | This work aims to investigate and analyze the teaching of history in radio difused classes
developed by Movimento de Educação de Base (MEB) in the Radioeducational System of
Natal-RN during the 1960s. The movement was an experience achieved by the Catholic Church
with the decree 50.370/1961 and which had the participation of lay people for the building of
an education basis for young people and adults in rural areas of Brazil. For such study, was
analyzed the spatiality of the historical memory built by the researchers about this educational
experience in order to situate the current research and discuss the homogenization of the
narrative with regard to the MEB (Movimento de Educação de Base) and the history of History
teaching. Were also analyzed the didactic materials used by the movement, as: educational
booklets, lesson plans, transcriptions of the radio difused classes and programs and tests
available in the Roberto Monte’s Personal Arquive, in order to investigate the presence of
history teaching in the movement. To guide this study, were used, as theoretical references, the
contributions of Michel de Certeau on the writing of history as the construction of a space, of
Pierre Bordieu about field, of André Chervel with school discipline and still Jörn Rüsen’s
theories about historical learning and historical narrative. These concepts help in understanding
how the MEB established uses and functions of practices of History teaching for the
mobilization of students and rural communities in favor of building other possible futures of
Brazilian historical society. At the end of the research, it was concluded that the MEB used
elements of history teaching, such as the composition of narratives, the elaboration of problems
on a certain social theme, the use of concepts and the study of human actions over time in order
to to build the conditions for the student to think historically and, consequently, recognize
himself as a historical subject, located in a time and space capable of orienting and motivating
himself for actions in the present. |
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