History Didactics and the slogan of education to citizenship. / A didática da História e o slogan da formação de cidadãos.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The aim of this research is to evaluate the educational slogan "school must form critical and participative citizens" as a symbol of a practical social movement, according to Israel Scheffler. It is a History Didactics field research - geschichtsdidaktische Feldforschung - which holds as its object the representations History teachers have about the education to citizenship at the school context. In order to analyze this object, this research takes as references Henri Lefevres theory of representations - théorie des représentations -, André Chervels concept of school culture - culture scolaire - and Bernd Schönemanns concept of historical culture - Geschichtskultur. An intensive observation was made of three History teachers in the city of São Paulo during the year of 2005 and four months observation of five History teachers in France between 2006 and 2007. These classesevents were recorded using at least three types of sources: (1) headnotes, scratchnotes and fieldnotes; (2) fieldnote records collected from school material used and created by teachers and students or even by other school employees; (3) video recording of classes taken during observation periods, in São Paulo, or audio recording, in France. In São Paulo, records of events were taken of another two different types of source: (4) video recording made by the teachers without the researchers presence - fieldnote record - and (5) recorded interviews with the teachers soon after watching their own classes on screen - autoconfrontation simple. Source types from (1) to (4) were set up according to Roger Sanjeks definition and Frederick Ericksons interpretive participational observation research methodology. The last type of source was established according to professional practice analysis by auto-confrontation, as proposed by Yves Clot and Daniel Faïta - autoconfrontation simple. This thesis analyses the importance of empathy - a central feature in historical culture - to the formation of citizens - or "education to citizenship" - and concludes that, in History teachersrepresentations, there is a greater difficulty to establish an empathy towards contemporary thoughts and people which disagree of liberal conception of citizenship than towards thoughts and people which disagreed of the same liberal conception in other times. According to these conclusions, this difficulty could be related to conceptions of "critical citizen" found on History teachersrepresentations. This thesis also analyses the differences between "participative citizen" and "participative student" and concludes that, despite the fact that these two concepts are strictly different - as school is a pre-political institution and students are not yet citizens - there is frequently confusion between "participative citizen" and "participative student" concepts in History teachersrepresentations.

ASSUNTO(S)

educação para a cidadania educational slogans history didactics slogans educacionais didática da história education to citizenship

ACESSO AO ARTIGO

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