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Dos Olhares dos Outros à Empatia Histórica: Compreensão Contextualizada de Alunos do 9º e 12º ano
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O presente estudo foi efetuado durante a Prática de Ensino Supervisionada na Escola Secundária D. Dinis, em Chelas (Lisboa), no ano letivo de 2021/2022. Desde a década de 70, depois do projeto CHATA coordenado por Peter Lee, multiplicaram-se os estudos sobre os conceitos de segunda ordem, nomeadamente a empatia, com vista a desenvolver o pensamento histórico. Tim Huijgen e diversos colaboradores, nos últimos anos, têm trabalhado com alunos do Ensino Básico e Secundário com o objetivo de desenvolver a capacidade de HPT – Tomada de Perspetiva Histórica – que engloba a empatia histórica e compreensão contextualizada. O presente trabalho pretendeu ser um contributo para a investigação do tema e, portanto, almejou desenvolver o pensamento histórico dos alunos através do desenvolvimento da empatia histórica e, se possível, alcançar uma compreensão contextualizada. Procurou-se perceber qual a capacidade de empatia histórica e compreensão contextualizada dos alunos do 9º ano e do 12º ano. Pretendemos, igualmente, verificar se a idade e o nível de escolaridade foram fatores determinantes. Almejou-se, ainda, verificar se houve uma progressão por parte dos discentes, após diversos exercícios. O estudo foi dividido em duas fases de trabalho. A primeira parte foi uma etapa exploratória, na qual aprimorámos a metodologia. A segunda correspondeu ao estudo principal, no qual os alunos visualizaram dois documentários - “Uma Vida Alemã” e “Quem Escreverá a Nossa História?” - que apresentam duas vivências distintas, alemã e judia, durante o domínio nazi. Após a análise de resultados, percebemos que tanto os alunos do ensino básico como do secundário tiveram a capacidade de empatia histórica, portanto, a idade não foi um fator limitador. Todavia, o nível de escolaridade pareceu influenciar, especialmente, a compreensão contextualizada. Entrevistas, cartas ou diários,
assumiram-se como fontes primárias bastante profícuas. A análise das respostas dos alunos corroborou, ainda, que, depois de vários exercícios, os alunos tendem a melhorar a capacidade de empatia histórica e a compreensão contextualizada.
The present study was carried out during the Supervised Teaching Practice at D. Dinis Highschool, in Chelas (Lisbon), in the academic year 2021/2022. Since the 1970s, after the CHATA project coordinated by Peter Lee, studies on second-order concepts have multiplied, namely empathy, with the aim of developing historical thinking. Tim Huijgen and several collaborators, in recent years, have been working with primary and secondary school students with the objective of developing the capacity of HPT – Historical Perspective Taking – which encompasses historical empathy and contextualized comprehension. The present work intended to be a contribution to the investigation of the topic and, therefore, aimed to develop students’ historical thinking through the development of historical empathy and, if possible, to achieve a contextualized comprehension. We aimed to analyze the capacity for historical empathy and contextualized comprehension of 9th and 12th grade students. We also intended to verify whether age and education level were determining factors. It was also planned to verify if there was a progression by students, after several exercises. The study was divided into two work phases. The first part was an exploratory stage, in which we improved the methodology. The second was the main study, in which the students viewed two documentaries – “A German Life” and “Who Will Write Our History?” – which present two distinct experiences, German and Jewish, during Nazi rule. After analyzing the results, we realized that both elementary and secondary school students had the capacity for historical empathy, therefore, age was not a limiting factor. However, the level of education seemed to influence, especially, the contextualized comprehension. Interviews, letters or diaries, were considered to be very beneficial primary sources. The analysis of the student’s responses also corroborated that, after several exercises, students tend to improve their capacity for historical empathy and contextualized comprehension.
The present study was carried out during the Supervised Teaching Practice at D. Dinis Highschool, in Chelas (Lisbon), in the academic year 2021/2022. Since the 1970s, after the CHATA project coordinated by Peter Lee, studies on second-order concepts have multiplied, namely empathy, with the aim of developing historical thinking. Tim Huijgen and several collaborators, in recent years, have been working with primary and secondary school students with the objective of developing the capacity of HPT – Historical Perspective Taking – which encompasses historical empathy and contextualized comprehension. The present work intended to be a contribution to the investigation of the topic and, therefore, aimed to develop students’ historical thinking through the development of historical empathy and, if possible, to achieve a contextualized comprehension. We aimed to analyze the capacity for historical empathy and contextualized comprehension of 9th and 12th grade students. We also intended to verify whether age and education level were determining factors. It was also planned to verify if there was a progression by students, after several exercises. The study was divided into two work phases. The first part was an exploratory stage, in which we improved the methodology. The second was the main study, in which the students viewed two documentaries – “A German Life” and “Who Will Write Our History?” – which present two distinct experiences, German and Jewish, during Nazi rule. After analyzing the results, we realized that both elementary and secondary school students had the capacity for historical empathy, therefore, age was not a limiting factor. However, the level of education seemed to influence, especially, the contextualized comprehension. Interviews, letters or diaries, were considered to be very beneficial primary sources. The analysis of the student’s responses also corroborated that, after several exercises, students tend to improve their capacity for historical empathy and contextualized comprehension.
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Empatia em História Contexto histórico Compreensão histórica Ensino e aprendizagem de História Empathy in History Historical context Historical comprehension History teaching and learning