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A Disciplina de História: o que estarão os alunos a aprender sobre o passado?
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Numa sociedade do século XXI, em que cada vez mais se valoriza o agora e as redes sociais, percebe-se que os jovens, de um modo geral, estão cada vez mais focados nos factos do presente e que, dadas todas as alterações sociais e tecnológicas da sociedade ocidental atual, veem a História como algo cada vez mais distante no tempo. Assumindo essa premissa como verdadeira, torna-se muito importante perceber a forma como os jovens alunos de História atribuem sentido histórico ao passado e como se orientam no tempo, de modo a tentar aferir com que tipo de consciência histórica estão a “ver” o mundo. Nesse sentido surge a questão: o que estarão os alunos a aprender sobre o passado e como este se articula com o presente e horizonte de expetativas? A fim de responder a essa questão, foram realizadas tarefas de papel e lápis, durante a prática de ensino supervisionada no 3º ciclo do Colégio de Santa Maria, em Lisboa, onde foi possível observar algumas pistas para tentar compreender a forma como estes alunos atribuem sentido à História. Todo o trabalho desenvolvido durante a prática de ensino supervisionada teve como embasamento teórico a Teoria da História do filósofo alemão Jörn Rüsen. Este filósofo definiu diferentes tipos de atribuição de sentido histórico, que, por sua vez, também podem ser entendidos como diferentes tipos de consciência história. A prática supervisionada de ensino desenvolveu-se a fim de tentar compreender que tipos de consciência histórica os alunos estão a usar tendo por base o modo como constroem e dão sentido à orientação temporal, e perceber o que os alunos estão a aprender sobre o passado.
In a 21st century society in which the now and social media are increasingly valued, it’s noticed that young people, in general, are increasingly focused on the facts of the present and that, given all the social and technological changes in current Western society, they see History as something more and more distant in time. Assuming this premise is true, it’s very important to understand how young History students attribute a historical sense to the past and how they orient themselves in time, in order to measure the type of historical consciousness they are "seeing" the world. In this sense, the question arises: what will students be learning about the past and how does it link up with the present and horizons of expectations? To answer this question, paper and pencil tasks were performed during the supervised teaching practice in the 3rd cycle of the Colégio de Santa Maria, in Lisbon, where it was possible to observe some clues to try to understand how these students give meaning to History. The Theory of History by the German philosopher Jörn Rüsen served as the theoretical foundation for all the work created during the supervised teaching practice. This philosopher defined different types of attributions of historical meaning, which in turn can also be understood as different types of historical consciousness. Supervised teaching practice has developed in order to try to understand what types of historical awareness students are using based on how they construct and make sense of temporal orientation and to understand what students are learning about the past.
In a 21st century society in which the now and social media are increasingly valued, it’s noticed that young people, in general, are increasingly focused on the facts of the present and that, given all the social and technological changes in current Western society, they see History as something more and more distant in time. Assuming this premise is true, it’s very important to understand how young History students attribute a historical sense to the past and how they orient themselves in time, in order to measure the type of historical consciousness they are "seeing" the world. In this sense, the question arises: what will students be learning about the past and how does it link up with the present and horizons of expectations? To answer this question, paper and pencil tasks were performed during the supervised teaching practice in the 3rd cycle of the Colégio de Santa Maria, in Lisbon, where it was possible to observe some clues to try to understand how these students give meaning to History. The Theory of History by the German philosopher Jörn Rüsen served as the theoretical foundation for all the work created during the supervised teaching practice. This philosopher defined different types of attributions of historical meaning, which in turn can also be understood as different types of historical consciousness. Supervised teaching practice has developed in order to try to understand what types of historical awareness students are using based on how they construct and make sense of temporal orientation and to understand what students are learning about the past.
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Palavras-chave
História Consciência histórica Sentido histórico Ensino Memória Orientação temporal History Historical consciousness Historical meaning Memory Time orientation