O processo de construção do conhecimento histórico para alunos em educação de jovens e adultos: um olhar para as práticas de leitura e escrita
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Data
2008-09-02
Autores
Pádua, Josiane Soares de Faria [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa pauta-se pela reflexão da importância da História, enquanto campo de conhecimento e disciplina, para os alunos que estão em fase inicial de alfabetização, em classes de Educação de Jovens e Adultos (EJA). Alguns instrumentos dessa reflexão são buscados em suas práticas de leitura e escrita. A proposta deste estudo partiu de questionamentos que se fizeram presente desde os primeiros anos de minha vida escolar, momento em que, ao me deparar com uma disciplina chamada História, me perguntava em que lugar e onde estariam as muitas Histórias que ouvira na minha infância e que eram contadas pelas minhas avós. Levando em conta esses questionamentos, que foram se ampliando e ganhando força no decorrer do tempo, procurei desenvolver uma reflexão apoiada numa revisão bibliográfica que abarcasse os diferentes significados que a História foi assumindo na minha trajetória de formação, e que marcam, ainda hoje, minha atuação como professora, de História, na rede pública de ensino. Tal atuação tem me levado a perceber que a dificuldade de muitos alunos no processo ensino-aprendizagem da História estava, de certa forma, relacionada à ausência ou carência de atividades mais expressivas de leitura e escrita. Seguir alguns caminhos que a abordagem da História Cultural aponta, atentar para algumas noções que a embasam, como por exemplo, as noções de práticas cotidianas disseminadas, tem me possibilitado ampliar o horizonte de visão, num contínuo puxar de fios; tais fios, aos poucos vão constituindo a tessitura da História, como parte indissolúvel do objeto de conhecimento e como aporte metodológico, levando ao deslocamento de olhares e a outras “perspectivas”, dentro da própria História, campo de saberes ou disciplina. A partir de um estudo das trajetórias de vida e escolares de alunos, de uma...
The present research guideline for the reflection of the importance of History, while field of knowledge and disciplines, to students in initial phase the teaching of recinding, in classrooms of Education of Young and Adults (EJA).Some instruments of this reflection are research in its reading and writing practical. The proposal of this study it left of questionings that if had made gift since the first years of my pertaining to school life, moment where, to coming across me with one it disciplines called History, and I asked myself where place and where would de many Histories that hear in the my infancy and that they were counted for my grandmothers .Taking in account these questionings, that were extending and winning power in elapsing of the time, I tried to develop the reflection supported in a bibliographical review that accumulated of stocks the different meanings that the History was doing parte in my trajectory of formation, and that they mark, still today, my performance as teacher, of History, at public net of education. Such performance has taken to perceive me that the difficult of many students in the learning process-education of History was, of certain form, related to the at falts or careny of activities more expressive of reading and writing. To follow some ways that the boarding of the Cultural History points, to a to attempt against for some the practical slight knowledge bases that it, as for example, spread slight knowledge of daily, has made possible me to extend the vision horizon, in a continuous to pull of wires; such wires, to little go constituting the tessitura of History, as indissolvable part of the knowledge object and as it arrives in port methodological, leading to the displacement of looks and other “perspectives”, inside of proper History, field to know or it disciplines. From a study of the trajectories of life and pertaining... (Complete abstract click electronic access below)
The present research guideline for the reflection of the importance of History, while field of knowledge and disciplines, to students in initial phase the teaching of recinding, in classrooms of Education of Young and Adults (EJA).Some instruments of this reflection are research in its reading and writing practical. The proposal of this study it left of questionings that if had made gift since the first years of my pertaining to school life, moment where, to coming across me with one it disciplines called History, and I asked myself where place and where would de many Histories that hear in the my infancy and that they were counted for my grandmothers .Taking in account these questionings, that were extending and winning power in elapsing of the time, I tried to develop the reflection supported in a bibliographical review that accumulated of stocks the different meanings that the History was doing parte in my trajectory of formation, and that they mark, still today, my performance as teacher, of History, at public net of education. Such performance has taken to perceive me that the difficult of many students in the learning process-education of History was, of certain form, related to the at falts or careny of activities more expressive of reading and writing. To follow some ways that the boarding of the Cultural History points, to a to attempt against for some the practical slight knowledge bases that it, as for example, spread slight knowledge of daily, has made possible me to extend the vision horizon, in a continuous to pull of wires; such wires, to little go constituting the tessitura of History, as indissolvable part of the knowledge object and as it arrives in port methodological, leading to the displacement of looks and other “perspectives”, inside of proper History, field to know or it disciplines. From a study of the trajectories of life and pertaining... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação - Historia, Historiografia da educação, História cultural, Education - History
Como citar
PÁDUA, Josiane Soares de Faria. O processo de construção do conhecimento histórico para alunos em educação de jovens e adultos: um olhar para as práticas de leitura e escrita. 2008. 125 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2008.