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...
Main Authors: | , |
---|---|
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 |
id |
doaj-09b6c826baad44b798e5abef3556beff |
---|---|
record_format |
Article |
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 |
_version_ |
1725363729382506496 |