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Sentir a História – O papel da empatia histórica na aprendizagem com estudantes do 3º ciclo do Ensino Básico
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Nos últimos anos, a área da Educação depara-se com os desafios da formação de sociedades cada vez mais multiculturais e nas quais as mudanças surgem de forma acelerada e as informações crescem a um nível exponencial. É neste contexto que a empatia histórica, enquanto capacidade a ser desenvolvida, se torna fulcral no ensino da História através de aulas mais didáticas e capazes de motivar e interessar os diversos estudantes. A empatia histórica pode resumir-se, ainda que de forma simplista, pela tentativa de compreensão do outro, ou seja, pela capacidade de nos colocarmos no lugar do(s) outro(s), sem que tal nos afaste do nosso caminho. É necessário entender que a empatia histórica não é um dom inato de alguns, mas uma capacidade a ser explorada e trabalhada, procurando compreender as atitudes dos agentes da História num contexto histórico específico. Este relatório enquadra-se na Prática da Ensino Supervisionada (P.E.S.) do Mestrado em Ensino de História no 3.º ciclo do Ensino Básico e no Ensino Secundário, realizada no ano letivo 2022/2023 na EBI de São Bruno, em Caxias. No decorrer do estágio pedagógico o intuito deste estudo foi avaliar os níveis de empatia histórica através de atividades apresentadas a alunos/as do 7º ano e do 8 ano do 3º Ciclo de Ensino Básico. Os resultados refletem a importância da aplicação de atividades relacionadas com o conceito de empatia histórica, permitindo, através desta metodologia, alcançar níveis mais elevados de motivação e adquirir diferentes níveis empáticos consoante as estratégias utilizadas.
In recent years, the field of Education has faced the challenges of forming increasingly multicultural societies, in which changes appear at an accelerated pace and information grows at an exponential level. It is in this context that historical empathy, as a capacity to be developed, becomes central in the teaching of History through more didactic classes capable of motivating and interest the different students. Historical empathy can be summed up, albeit in a simplistic way, by the attempt to understand the other, that is, by the ability to put ourselves in the place of the other(s), without this taking us out of our way. It is necessary to understand that historical empathy is not an innate gift of some, but a capacity to be explored and worked on, while trying to understand the attitudes of the agents of History in a specific historical context. The following report was prepared within the Supervised Teaching Practice of the Master’s Degree in History Education at 3rd grade of Basic Education and Secondary Education that took place at São Bruno School in Caxias, at the academic year of 2022/2023. During the pedagogical internship, the aim of this study was to evaluate the levels of historical empathy through activities presented to students in the 7th and 8th years of the 3rd Cycle of Basic Education. The results reflect the importance of applying activities related to the concept of historical empathy, allowing through this methodology, to reach higher levels of motivation and acquire different empathic levels depending on the strategies used.
In recent years, the field of Education has faced the challenges of forming increasingly multicultural societies, in which changes appear at an accelerated pace and information grows at an exponential level. It is in this context that historical empathy, as a capacity to be developed, becomes central in the teaching of History through more didactic classes capable of motivating and interest the different students. Historical empathy can be summed up, albeit in a simplistic way, by the attempt to understand the other, that is, by the ability to put ourselves in the place of the other(s), without this taking us out of our way. It is necessary to understand that historical empathy is not an innate gift of some, but a capacity to be explored and worked on, while trying to understand the attitudes of the agents of History in a specific historical context. The following report was prepared within the Supervised Teaching Practice of the Master’s Degree in History Education at 3rd grade of Basic Education and Secondary Education that took place at São Bruno School in Caxias, at the academic year of 2022/2023. During the pedagogical internship, the aim of this study was to evaluate the levels of historical empathy through activities presented to students in the 7th and 8th years of the 3rd Cycle of Basic Education. The results reflect the importance of applying activities related to the concept of historical empathy, allowing through this methodology, to reach higher levels of motivation and acquire different empathic levels depending on the strategies used.
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História Trabalho prático Motivação Empatia histórica Compreensão histórica History Practical work Motivation Historical empathy Historical comprehension