Desafios e perspectivas para o ensino e aprendizagem em história: uma experiência no primeiro ano do ensino fundamental

Abstract

This study analyzes the possibilities for children, in the early literacy process, seize the historical knowledge and using it in their practical life. Sought reflect on the nature of historical knowledge and his role as tool for analysis of society and a resource for the change of historical consciousness, taking as its starting point the many ways that children are building on history. Departed of the indications harvested through contextualization of history teaching in the Catalão County, in the period 2000 to 2015. The analysis pointed to the need for reframing of history teaching in the initial years. From that indication we have developed a practical experience in the classroom, with insertion classes and history workshops in a class of 1st year of literacy, following the steps indicated by Isabel Barca, with the implementation of the Thematic Unit Investigativa methodology from the perspective of History Education. In this sense, historical narratives were important to understand children's perceptions about human actions in time and expand their perceptions about reality. Results of the research and intervention showed that, when arriving to formal education, the children already presented with a historical consciousness within the exemplary type, assigning meaning to this through general rules validated in the past and, in this particular case, rules based on religious principles. It was also found that, upon contact with other visions of history, were able to seize them and use them as a reference for explaining their reality.