História, teatro e ensino de história: possibilidades metodológicas
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Data
2017-08-29
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Universidade Federal de Goiás
Resumo
This study uses theatrical methods as a way to teach History in the classroom. The aim is to
address theatrical methods allowing to articulate between the present and past tenses, so that the
students can be the main figure of their own learning. The reason for this study was the use of
theatrical methods in the classroom and the desire to report the constant work of teachers using
theatrical methods in the classrooms with teenagers in elementary school. However, at the same
time that it reflects a real experience, discussing concepts of Historical consciousness, memories
and the theatrical methodology itself, this study elaborates a pedagogic proposal with the theatrical
methodology in history classes trying to relate and reflect about the roll of History and the meaning
of the use of theatrical methods in the process of knowledge construction, articulating the
memories of teachers and students. I defend that using theatrical methods it is possible to
accomplish interdisciplinary work between two or more subjects, which implies a direct
intervention in school dynamics, where it becomes a reality. Thus, this study ponders about History
teaching, pointing out challenges and possibilities that the use of theatrical methods as teaching
and learning methodology provides, defending its use along with my own experience as inspiration
to other teaching professionals. I believe that a studies as this one are an effective commitment to
History teaching and its subjects, for its results should assist and extend the teachers formation,
showing new ways to teach, which, in my point of view, can help to enforce professional and
affection ties between teachers and students.
Descrição
Palavras-chave
História, Teatro, Ensino de história, Possibilidades metodológicas history, Theater, History teaching, Methodological possibilities
Citação
ALMEIDA, M. H. G. História, teatro e ensino de história: possibilidades metodológicas. 2017. 95 f. Dissertação (Mestrado em História) - Universidade Federal de Goiás, Catalão, 2017.