O ensino de história nos anos iniciais do ensino fundamental: [RE]pensando a prática pedagógica.

Abstract

The present work had as object of study the Teaching History in the Initial Years of Elementary Education. Containing as general objective the analysis of the conceptions of teachers of the Initial Years about their teaching practice in Teaching History. And as unfolding of this, it presented as for specific objectives to discuss the pedagogical practices developed by the teacher in the classroom; reflect on the contribution of new methodologies applicable to the teaching of History; to point out the importance of teachers and daily actions for the construction of History. This is a field research carried out with 5 (five) teachers who teach in the Initial Years of Elementary School in a public institution of the municipal network of Cajazeiras-PB. The study has a qualitative approach, being also exploratory and descriptive. The data collection was done through the application of semi-structured interviews organized in script format, being, therefore, the instrument used in the study. The data were examined and interpreted using the Bardin Content Analysis (AC) technique. We could verify that the Teaching of History, despite having advanced, is still insufficient from the practical point of view. There is a visible demand that reveals the need to rethink the typical teaching model in the classes of the discipline, especially in the first years, since working with children requires the use of varied methodologies that contemplate the production of dynamic situations. Thus, it is necessary to break with the barriers that prevent the student and the teacher from maintaining a relation of intimacy with the historical knowledge. It is necessary to reaffirm the struggle once begun around this teaching, since much remains to be done.