Perspectivas de aprendizagem histórica na educação infantil : as formas de compreensão do pensamento histórico das crianças a partir do uso das fotografias de arquivos familiares

Abstract

This work seeks to understand the ways of understanding the historical thinking of children from the use of photographs of family files in early childhood education. The subjects of this investigation are children between the age of three and four years of a municipal nursery in the city of Cuiabá. Day care as a space for a variety of concrete cultural experiences for children becomes a favorable environment for working on the development of children's historical thinking. Our research is based on the assumptions of historical education. The researches in this field of history teaching seek to understand the constitution of the historical ideas of children, young people and teachers from processes of historical cognition. For the construction of this research, the theoretical supports of analysis and research are the historical learning theory of the philosopher and historian Jörn Rüsen (2012, 2015), is the author responsible for the theoretical reference on historical learning and historical consciousness; English Hilary Cooper (2006, 2012) on the historical learning of children in the context of early childhood education; Geyso Dongley Germinari (2011, 2012, 2014) on family archives; Lee (2006), Ashby (2006) and (SEIXAS and BATON apud Chaves, 2006) are the theoretical references for the analysis of the second order concept. This qualitative research was guided by the method of precepts of collaborative research (IBIAPINA, 2008) in obtaining the data investigated. Presents and discusses the ideas of children's historical thinking from the use of family archival photography. In the final considerations presents the results of the investigation that can contribute to the discussion about the historical learning of children.