Desafios para ensinar e aprender história : aprendizado e educação histórica

Abstract

The present paper brings together the results of the first year of field research, during the 2017 school year, obtained in the classroom after the change in teacher methodology, by choosing the problematization of learning in history as a key element of its work and as from this change has given rise to new relationships between the students / teacher with the discipline of History. We start from the hypothesis / experience that the students learn history using as reference the teacher through dialogue classes and the interpretation of text as the main or only form of historical learning. The result of this equation is a little meaningful learning, besides solidifying the school as the only space of historical learning and didactic material as the only source of this space. The first evidence shows that when introducing the new methodology, students developed a taste for historical research, resulting in a re-signification of their connections with the discipline itself and, on the other hand, the teacher started to feel part of this process, experiencing their role as a teacher / researcher. As a theoretical reference, we align ourselves with the research, studies and research in the field of Historical Education regarding the process of historical cognition and the origin of this "movement" in Germany and the ideas of the researcher and historian Jörn Rüsen. We have as methodological presupposition the concept of the workshop class in the perspective of Historical Education, which is based on Barca