TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
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Item Os desafios de ensinar história em tempos de conteúdos atualistas(2023-09-19) Souza, Ariadyne Lúcia de; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/7746329437428824Item Patrimônio histórico cultural no ensino de história: análise do currículo de Pernambuco(2024-03-04) Carmo, Maryanne Kelly Freitas do; Luna, Suely Cristina Albuquerque de; http://lattes.cnpq.br/4941715690112297; http://lattes.cnpq.br/6062169215915102El objetivo de este artículo es analizar la presencia de la discusión sobre El Patrimonio Histórico Cultural en el Currículo Pernambucano - Enseñanza Primaria, edición 2019, dirigido a los Maestros y Escuelas de Enseñanza Primaria de la Red de Educación del Estado de Pernambuco. La metodología utilizada fue un análisis comparativo y cualitativo de los textos base, la Base Curricular Común Nacional y El Currículo Pernambucano, buscando comprender la inclusión de conocimientos sobre Patrimonio Histórico Cultural. Se plantean algunas cuestiones con la intención de observar si los contenidos ofrecidos generan reflexión sobre el tema del patrimônio en la formación de los alumnos y/o si las inserciones de contenidos a lo largo de los currículos atienden a las necesidades de formación que están en consonancia con lo que se espera del desarrollo de un individuo en esta etapa de la escolaridad. El objetivo es discutir cómo este objeto de estudio ha sido incluido en la enseñanza de la historia en la educación básica en el estado de Pernambuco.Item O currículo de história no 9º do ensino fundamental e a prática do olhar interseccional(2023-09-20) Germano, Alyce Joyce Dias; Andrade, Juliana Alves de; http://lattes.cnpq.br/9273063697259288; http://lattes.cnpq.br/7936682472913931This article aims to analyze how the National Common Curricular Base (BNCC) and the Pernambuco Curriculum enable the history curriculum to take on an intersectional character. Therefore, from the content analysis, it was observed how the themes/verbs linked to the categories class, race and gender were addressed in the objects of knowledge and skills proposed by the two documents. Therefore, distinctions and similarities were observed, in the proposals of both, in relation to the articulation of historical content. Furthermore, after the analysis proposed by the article, a higher rate of use and articulation of these categories by the Pernambuco Curriculum was indicated.Item Mais uma competência? O lugar da atitude historiadora na Base Nacional Comum Curricular (BNCC)(2023-09-20) Souza, João Lucas dos Santos; Andrade, Juliana Alves de; http://lattes.cnpq.br/2616563452996011; http://lattes.cnpq.br/2616563452996011The present work aims to investigate how the National Common Curricular Base (BNCC) deals throughout the document with the concept of historian attitude. Our intention is to show the epistemological foundations that surround the term and situations in the curriculum in which this action is mobilized. To this end, methodologically we used Bardin's (2011) Content Analysis strategy, and, as it is an unknown term in school culture, the research proposed to survey academic and school historiographical production to find out how the concept historian attitude appear in publications developed between 2013 and 2023; then, after this search for the expression historian attitude, the movement was one of comparison, seeking to identify existing relationships between the historiographical definition and the school/curricular definition in the National Common Curricular Base (BNCC). The work was anchored in the reflections of “teaching and learning in History” by Circe Bittencourt (2008), in the “analysis and history of concepts” by Reinhart Koselleck (1992), and in the concept of “competence” presented by Philippe Perrenoud (2000) and Thomas Durand (2000). The results of the research show us that it is the intention of the BNCC to simplify the meaning of attitudes – designated as identity, behaviors and will to do –, as referring only to the action of putting the skills developed into practice, and to favor a technical reading of its contents.