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Perspectivas do Ensino da História: o Género Biográfico
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A História, disciplina fundamental para entender o presente e interpretar o passado, tem atravessado um conjunto de reformas curriculares. Estes referenciais normativos têm contribuído para novos paradigmas educativos, que vão afirmando paulatinamente a formação contínua e o ensino por competências.
O tema do presente relatório visa analisar de forma crítica e fundamentada, o recurso ao género biográfico no ensino da História, procurando aferir se esta estratégia constitui um potencial didático e pedagógico. Para tal, decidimos fazê-lo em duas partes: a primeira parte, que se ocupa da exploração das diferentes narrativas que comportam o género biográfico ao longo dos séculos, e compreender de que forma interessa ao professor abordar a História a partir da biografia. Pretendemos reflectir sobre diferentes abordagens, (re) pensando em estratégias de âmbito biográfico, explorando dúvidas, desafios e propostas.
A segunda parte do relatório, dedicada à componente prática de ensino supervisionada, será o espaço para relatar as actividades desenvolvidas, subordinadas ao tema da biografia. Exploraremos recursos, metodologias e estratégias numa perspectiva de permanente análise e questionamento dos resultados alcançados.
History, a fundamental discipline for understanding the present and interpreting the past, has undergone a set of curricular reforms. These normative references have contributed to new educational paradigms, which gradually affirm continuous training and skills-based teaching, aligned with the determinations of the 21st Century education agenda. The theme theme of this report aims to analyze, in a critical and well-founded way, the use of the biographical genre in the teaching of History, seeking to assess whether this strategy has didactic and pedagogical potential. To this end, we decided to do it in two parts: the first part, which deals with exploring the different narratives that comprise the biographical genre over the centuries, and understanding how it is in the teacher's interest to approach History from the perspective of biography. We intend to reflect on different approaches, (re)thinking about biographical strategies, exploring doubts, challenges and proposals. The second part of the report, dedicated to the supervised practical teaching component, will be the space to report on the activities developed, subordinate to the theme of biography. We will explore resources, methodologies and strategies from a perspective of permanent analysis and questioning of the results achieved.
History, a fundamental discipline for understanding the present and interpreting the past, has undergone a set of curricular reforms. These normative references have contributed to new educational paradigms, which gradually affirm continuous training and skills-based teaching, aligned with the determinations of the 21st Century education agenda. The theme theme of this report aims to analyze, in a critical and well-founded way, the use of the biographical genre in the teaching of History, seeking to assess whether this strategy has didactic and pedagogical potential. To this end, we decided to do it in two parts: the first part, which deals with exploring the different narratives that comprise the biographical genre over the centuries, and understanding how it is in the teacher's interest to approach History from the perspective of biography. We intend to reflect on different approaches, (re)thinking about biographical strategies, exploring doubts, challenges and proposals. The second part of the report, dedicated to the supervised practical teaching component, will be the space to report on the activities developed, subordinate to the theme of biography. We will explore resources, methodologies and strategies from a perspective of permanent analysis and questioning of the results achieved.
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Ensino da História Género Biográfico Ensino e Aprendizagem Competências Teaching History Biographical Genre Teaching and Learning Skills