Clio e Titãs : as representações sobre o ensino de história no contexto da educação profissional do IFES
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Data
2016-03-23
Autores
Borges, Ernesto Charpinel
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Universidade Federal do Espírito Santo
Resumo
This study analyzed the conceptions of teachers of History of integrated high school of the Federal Institute of Education, Science and Technology of the Espírito Santo (Ifes) on history teaching in the institution. The methodology consisted of qualitative research, based on semi-structured interviews, recorded, transcribed, and referenced in the humanist philosophy of Walter Benjamin, and its intersection with the theoretical frameworks and historical bibliographic information on the subject. The theoretical foundation used the concepts of practices and representations with respect to the world views on the place of history teaching in society and research institution, and the theory of human capital as a prerequisite to understanding the economic factors responsible for demands educational. The analysis of the interviews, associated with the theoretical and historical references of the research showed that history of discipline can lead to understanding and strengthening the ideals of individual and collective identity in different moments in time, strengthening a more critical identity to reality. The survey also shows that vocational education Ifes is a signatory of a speech that directs to the demands of the capitalist market, and sometimes students, teachers, managers and technicians, the feeling of belonging to the institution, also end up being influenced in that direction. It was observed that history in the institution lacks space and sense, then, it seems, the discipline does not use the representations that preach economic success and material achievement. In the final considerations, we propose that the discussion of history at Ifes be strengthened through forums, seminars and other events that can give visibility to this area of knowledge and education. It is understood that the debate in history is important in order to build a school to assist in the establishment of a fact of citizenship, social and critical, providing its students the possibility of social leadership.
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Integrated high school , Practices and representations , History teaching , Ensino de história , Ensino médio integrado , Práticas e representações
Citação
BORGES, Ernesto Charpinel. Clio e Titãs: as representações sobre o ensino de história no contexto da educação profissional do IFES. 2016. 200 f. Dissertação (Mestrado em Ensino na Educação Básica) - Programa de Pós-Graduação em Ensino na Educação Básica, Universidade Federal do Espírito Santo, São Mateus, 2016.