A pedagogia de projetos no ensino de história nos anos finais do Ensino Fundamental.

Abstract

This study aims to analyze the application of project pedagogy in history teaching in the final years of Elementary School, which were held at Colégio Pequeno Príncipe, a private school in the municipality of Lavras da Mangabeira - CE. The general objective of this work is to analyze the execution of the pedagogy of projects in the teaching of history in the final years of elementary school, at Colégio Pequeno Príncipe, a private school in the city of Lavras da Mangabeira CE. As specific objectives, we point out the following items: Identify history projects developed in the final grades of elementary school; Monitor the development of proposed projects; Evaluate the contribution of projects in teaching history and relate them to student learning. As a theoretical foundation, we have Bittencourt (2009), who analyzes the study of history, Silva and Tavares (2010), who talk about project pedagogy, and Cordeiro (2007), who deals with project pedagogy thinkers. In addition to a brief analysis of the laws that currently govern the teaching of history, the LDB (1996) and the BNCC (2017). From the elaboration of four projects, my city has history, which aims to deal with the history of the city of Lavras da Mangabeira - CE, black lives matter, which works on the importance of blacks and indigenous people for the construction of Brazilian society, a class of field the city of Juazeiro do Norte - CE, where we visited the Horto and the living museum of Padre Cicero, and the presentation of the film the boy who harnessed the wind. The research is carried out through intervention research, as it is carried out by the researcher and the school's teacher, the project pedagogy is used as pedagogical elements that contribute to the construction of students' learning, inserting them directly into the teaching-learning process. We conclude, therefore, that the use of project pedagogy is extremely advantageous for students and teachers and that with advances in education and information that reaches us faster and faster, the use of active methodologies is essential to draw students' attention back to the classroom, without losing interest in what is proposed in the school curriculum.