O uso das fontes filosóficas/literárias para o ensino do renascimento no ensino médio

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Universidade Federal de Goiás


There are different debate about the history teaching that runs through decade the thread, inside them find debate as of Rusen (2007) in connection the teaching methodology and objective of teach history. The subject comes since the teacher‟s formation in the university, until your insertion in the class, with incorporation attempt the research made university in the pedagogic-didactic action for that no distances, serving as complementation form of theory with practice. The way that contributes very with approximation is the proposal by Bittencourt (2011) that mentions the utilization differents languages and source in the history teaching in the classroom, such as the use of literary fountain, for to bring the students of history contents. Therefore, a focus this research is in teach method through of using of literary fountain, in order to make it more attractive for students. Other teach focus is in the formation history thought of renaissance by humanists, contained in the proposed documents for analysis, in the workshops. The problems that move this research are: How to right the use literary fountain the history teaching? Because students are motivated to study history in high school? How to teach renaissance for high school students? Which this humanist thought in the “introduction” of the following works: Madness praise of Erasmo of Rotterdam, Utopia of Thomas More and The prince of Maquiavel? This study it embases in the notion of historic conscience of Rusen (2007), us estudy of didactic made for Bittencour (2011) and until didactic relations with practice teaching of Fonseca (2003). Besides, it supplement with the practice of workshops for to test the functionally of teaching method proposal the long of research. Arriving the conclusion that to approach literary fountain in the history teaching to turn the lessons more interesting keeping attention of students and proposing more participation them in the classroom, stimulating your reasoning and critical sense about of renaissance.



Ensino de historia, Fontes literárias, Pratica de ensino, Renascimento, History teaching, Fountain literary, Teaching practice, Renaissance


CIAPPINA, Isabel Adelorada. O uso das fontes filosóficas/literárias para o ensino do renascimento no ensino médio. 2016. 91 f. Dissertação (Mestrado em História) - Universidade Federal de Goiás, Catalão, 2016.