O pensado e o vivido no ensino de Historia

AUTOR(ES)
DATA DE PUBLICAÇÃO

2001

RESUMO

This work inquires the history which is ministraded on the first cicle of the fundamental education – 1o to 4o grades – of Minas Gerais public network teaching. The research was develop in cites which are seats of Regional Superintencies of teaching in the zones of Triângulo Mineiro, Alto Paranaíba and northwest of Minas. In this research it was investigated the reform held bv the State Secretaryship of Minas Gerais – SEE/MG – that has as a detach curriculums of History and Social Formation, Polities and Social Studies, proposed for the first cicle. All the curriculums had been analysed from a cultural construction, in which is found the composition and the organization of the contents, methodological suggestions of theaching, pedagogic activities, didactic materials sociocultural aspects that envolves academician formation and life and work conditions of the teachears that work on the aforesaid teaching level. For a less fragmented analysis of the curriculums reforms that occurred in the History teaching in evidence, it was necessary to rescue the historical origen of these reforms. For that, it was recupareted the documentation relating to the First Mineiro Congress of Education, that happened in 1993, and to the Mineiro Plan of Education, proposed by SEE/MG to the period 1984/1987. The analysis of that documentation was in a context with the history epoch in wich it was produced. To understand how the History teaching is find nowadays, it was interviwed school teachers directress, supervisors, guindances counselor and students from the first cicle. This work had been linked to the curriculums refors politics of History with other public politics education, like the: Nacional Plan of didactic Book, the state politics of Minas Gerais for the acquisition, distribution, and utilization of the book and of others didactic materials; the academician formation, the feminization of the professorship career, the organization of the pedagogic time and the pedagogic practices that are develop in the school routine. Practices like those, that had been studied and linked with the history of life of the teachers, show that what is thought and lived in the History teaching keeps a significative relantionship with the day by day lived by those.

ASSUNTO(S)

historia pratica de ensino curriculos educação

ACESSO AO ARTIGO

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