Livro didático de história: contribuições à construção do conhecimento.

Abstract

The recent study has the aim to show the utilization of the History didact book through the process of knowledge construction that covered a wide area in "Escolas Publicas de Ensino Fundamental" in Cajazeiras, Paraiba, Brazil. It has empharized the importance of the level of comprehension on the History conception that connects the pedagogic practice to the relationship betwen the teaching process and the formation of the citizenship during the shool's daily life. The research sources consisted of four History teachers, considering from 5 t h grade to 8 t h grade from highschool. The strategies has taken stock of (search of information), structured interview and also consultation; centred on the class experience that enable us to indicated didatic book, teaching plans and activities performed by the students. Laurence Bardin's techniques defines the analysis of content directing an interpretation of the activities, brought whose themes has tout the out origin of the thinking process, based on the backgrounds of the new historiographical trends, whieh give us approach an that support the qualitative aspect. Starting from this view, we remark that the knowledge construction connected to the indicated History didact book in "Escolas Publicas de Ensino Fundamental" that takes part in a context that the pedagogic practice has been tied to social, political and cultural conditionants, in this way forming a space for citizenship, that makes possible a reference to the social identity of the student as his own reference. As a result of the survey, the argument consists on expressing through a methodological principle that has developed from a local area in which we comprehend the general one, so as to ext end to an interdisciplinar perspective kept in the utilization of the indicated didact book, so long as this conception can briny out a cultural production, when interesting themes are presented by a creative thinking, in a contextualized reading throng the daily life's student, that shows the ability to create a new perspective in History teaching.