O uso das fontes filosóficas/literárias para o ensino do renascimento no ensino médio
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Data
2016-10-28
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Universidade Federal de Goiás
Resumo
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.
Descrição
Palavras-chave
Ensino de historia, Fontes literárias, Pratica de ensino, Renascimento, History teaching, Fountain literary, Teaching practice, Renaissance
Citação
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.