Located historical cognition: syllabus expectations and teaching method

This research of qualitative nature has as objective to analyze how a group of elementary school’s teachers formulates its teaching method, under the perspective of located historical cognition. The theoretical and methodological presuppositions of the Historical Education are present in the...

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Main Authors: Geyso Germinari, Marcos Roberto Barbosa
Format: Article
Language:English
Published: Universidade Estadual de Londrina 2012-03-01
Series:Antíteses
Subjects:
Online Access:http://www.uel.br/revistas/uel/index.php/antiteses/article/view/13325
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spelling doaj-09b6c826baad44b798e5abef3556beff2020-11-25T00:21:08ZengUniversidade Estadual de LondrinaAntíteses1984-33562012-03-0151074176010.5433/1984-3356.2012v5n10p7418750Located historical cognition: syllabus expectations and teaching methodGeyso Germinari0Marcos Roberto Barbosa1Universidade Tuiuti do Paraná (UTP)Doutorado em Educação da Universidade Tuiuti do Paraná, professor de História do Ensino Fundamental e Médio, atuando na Rede Pública Estadual e na Rede Privada de Ensino.This research of qualitative nature has as objective to analyze how a group of elementary school’s teachers formulates its teaching method, under the perspective of located historical cognition. The theoretical and methodological presuppositions of the Historical Education are present in the teaching and learning conception of the State Syllabus Guidelines of History, referring to a located historical cognition. The syllabus affirms that the teachers’ pedagogic work has as purpose the formation of the students’ historical thought, through the historical conscience. In order to do that, it suggests the use of the historical investigation method in classroom, articulated by the historical narratives of the subjects. Based in the theoretical and methodological referential of the “methodological structuralism”, the investigation used standardized questionnaire and semi-structured interview applied to four teachers. The results indicate that the teachers use in their teaching method elements of the historical investigation, which is a practice that potentiates in the student the development of a cognition located in the science of history.</p></td></tr></tbody></table></div>http://www.uel.br/revistas/uel/index.php/antiteses/article/view/13325Cognição histórica situadacurriculometodologias de ensino
collection DOAJ
language English
format Article
sources DOAJ
author Geyso Germinari
Marcos Roberto Barbosa
spellingShingle Geyso Germinari
Marcos Roberto Barbosa
Located historical cognition: syllabus expectations and teaching method
Antíteses
Cognição histórica situada
curriculo
metodologias de ensino
author_facet Geyso Germinari
Marcos Roberto Barbosa
author_sort Geyso Germinari
title Located historical cognition: syllabus expectations and teaching method
title_short Located historical cognition: syllabus expectations and teaching method
title_full Located historical cognition: syllabus expectations and teaching method
title_fullStr Located historical cognition: syllabus expectations and teaching method
title_full_unstemmed Located historical cognition: syllabus expectations and teaching method
title_sort located historical cognition: syllabus expectations and teaching method
publisher Universidade Estadual de Londrina
series Antíteses
issn 1984-3356
publishDate 2012-03-01
description This research of qualitative nature has as objective to analyze how a group of elementary school’s teachers formulates its teaching method, under the perspective of located historical cognition. The theoretical and methodological presuppositions of the Historical Education are present in the teaching and learning conception of the State Syllabus Guidelines of History, referring to a located historical cognition. The syllabus affirms that the teachers’ pedagogic work has as purpose the formation of the students’ historical thought, through the historical conscience. In order to do that, it suggests the use of the historical investigation method in classroom, articulated by the historical narratives of the subjects. Based in the theoretical and methodological referential of the “methodological structuralism”, the investigation used standardized questionnaire and semi-structured interview applied to four teachers. The results indicate that the teachers use in their teaching method elements of the historical investigation, which is a practice that potentiates in the student the development of a cognition located in the science of history.</p></td></tr></tbody></table></div>
topic Cognição histórica situada
curriculo
metodologias de ensino
url http://www.uel.br/revistas/uel/index.php/antiteses/article/view/13325
work_keys_str_mv AT geysogerminari locatedhistoricalcognitionsyllabusexpectationsandteachingmethod
AT marcosrobertobarbosa locatedhistoricalcognitionsyllabusexpectationsandteachingmethod
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