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Uma turma de historiadores: metodologias da história em sala de aula
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O processo de ensino-aprendizagem em História não se limita à transmissão do
saber, mas também ao desenvolvimento de aptidões para “saber como”. Ainda que seja
comum, e por vezes recompensador em termos de avaliação sumativa, a dinâmica de
transmissor/recetor entre professores e alunos poderá não desenvolver algumas das
competências visadas na Constituição e nos documentos de referência, nacionais e
internacionais, para o ensino. Se nas aulas de ciências exatas os alunos podem
experienciar momentos práticos onde se aproximam, ainda que brevemente, ao ofício dos
profissionais da área, não poderá esta metodologia ser aplicada à disciplina de História?
O presente relatório visa apresentar os resultados das atividades que deram oportunidade
aos alunos de contactarem com as metodologias frequentemente adotadas numa
investigação em história. Através do contacto com textos historiográficos e fontes de
diversas tipologias ambicionou-se que os próprios alunos produzissem conhecimento.
Através desta proposta didática pretende-se desenvolver conceitos já teorizados acerca de
abordagens construtivistas, conhecimento histórico e literacia histórica, fomentando
assim as competências de âmbito transdisciplinar que se ambiciona que os alunos
transportem para a sua vida adulta.
The teaching-learning process in History is not only limited to the transmission of knowledge, but also to the development of “know-how” skills. Although it is common, and sometimes rewarding in terms of summative assessment, the transmitter/receiver relation between teachers and students may not develop some of the competences targeted in the Constitution and in national and international reference documents for teaching. If, in exact science classes, students can experience practical moments where they can get close, albeit briefly, to the work of professionals in the field, couldn't this methodology be applied to the subject of History? The aim of this report is to present the results of the activities that gave students an opportunity to get to grips with the methodologies often used in history research. Through contact with historiographical texts and historical sources of various typologies, the aim was for the students themselves to produce knowledge. The goal of this didactic proposal is to develop concepts already theorized about constructivist approaches, historical knowledge and historical literacy, thus instigating the transdisciplinary skills that it is hoped the students will carry into their adult lives.
The teaching-learning process in History is not only limited to the transmission of knowledge, but also to the development of “know-how” skills. Although it is common, and sometimes rewarding in terms of summative assessment, the transmitter/receiver relation between teachers and students may not develop some of the competences targeted in the Constitution and in national and international reference documents for teaching. If, in exact science classes, students can experience practical moments where they can get close, albeit briefly, to the work of professionals in the field, couldn't this methodology be applied to the subject of History? The aim of this report is to present the results of the activities that gave students an opportunity to get to grips with the methodologies often used in history research. Through contact with historiographical texts and historical sources of various typologies, the aim was for the students themselves to produce knowledge. The goal of this didactic proposal is to develop concepts already theorized about constructivist approaches, historical knowledge and historical literacy, thus instigating the transdisciplinary skills that it is hoped the students will carry into their adult lives.
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Palavras-chave
Literacia Histórica Conhecimento Histórico Metodologias da História Ciências Auxiliares Competências Historical Literacy Historical Knowledge Methodology of History Auxiliary Sciences Skills