Leitura e ensino de História: concepções e práticas docentes e suas implicações no processo de ensino-aprendizagem

Abstract

This dissertation, entitled Reading and teaching History: teaching concepts and practices and their implications in the teaching-learning process, aims to analyze conceptions and reading practices, coordinated by the History teacher, in a high school classroom, in the General Dióscoro Vale State School, located in Natal-RN. To initiate the investigative process, we assume the methodological principles of the qualitative approach, with emphasis on collaborative research, in light of Ibiapina (2008), Ferreira and Ibiapina (2005), Garrido (2005), Desgagnè (2007). The choice for collaboration stems from our intention to develop a research with teachers and not on them. Thus, some techniques were considered adequate so that we could achieve the desired results, such as: Meeting, Individual Interview, Reflective Focal Groups and Video-training sessions. These techniques were carried out with the objective of fostering reflective and collaborative practices in school space, as a way of developing the co-production of knowledge, constituting dialogic interactions as a space for training and professional development, in view of the change in educational practices regarding Reading practices developed in History classes. In order to think of reading as a language activity and its relations with the teaching-learning process in History, we rely on the assumptions of Vygotsky (1993, 2007) and Bakhtin (2003) and their concepts of mediation and dialogism, respectively. The discourses of the collaborating professor presented the desire to form critical readers and able to read the world historically. However, his actions and reflections were directed at the distance between the desired and the materialized in the classroom, revealed in contradictory thoughts and postures. We attribute these distances to their theoretical and methodological uncertainties; Representations and beliefs about students and their relation to knowledge; And the difficulty of establishing a dialogue between theory and practice. Although the collaborating professor did not materialize the critical-reflexive process to effectively act and modify his practices, we consider the present research as a significant achievement for all involved, since there is rarely room for the development of reflection and collaborative actions in the school.