O ensino de história numa perspectiva crítica: um estudo de caso na Escola Estadual de Ensino Fundamental e Médio Professor Lordão - Picuí - PB.

Abstract

The teaching o f history for a long time had a character determined by the traditionalism that led the student to limit your knowledge to the great events of political stories and heroic deeds. The starting point of this study was, first, to identify the different methodologies used by tcachcrs in the teaching of history. For this, we make a case study in the State School Teacher Lordão High School, located in the city of Picuí-PB by the same reference be in school and be the only public school in the region to win an intemational award. The complexity of the study leads to a financiai analysis using different methodological procedures, such as: literature review of the literature, the literature also considering the area of history, interviews, observations, and reflective sessions, enabling clarify the construction and reconstruction of thought during the learning process. We chose to do some exploratory research to investigate what students from three high school think about the discipline history, the teacher and their methodologies. Was distributed and answered a total of one hundred and twenty-seven (127) questionnaires, made with open questions. Although there is a discourse that most teachers in their teaching practice is based on criticai think.ing, we know that there are limitations with regard to the practice in the classroom. Based on data from students, teachers and the outpourings of everything that was discussed and determined, we conclude that teachers are willing to work in a criticai perspective of reality coming to reflect on their actions, pointing its limits and that no changes been conducted specifically, however, there is still some distance between "thinking to do" and "do." The research recommends the formation of study groups to deepen the teaching practices in the area of history from the perspective of criticai reflective thinking as a means of personal and professional development. Find ways to bring the student to the historiographical for that, there are already several attempts to approach tbe student body of historical sources.