As identidades juvenis urbanas como autopercepção e compreensão do “outro” na produção do conhecimento histórico escolar

Abstract

This master thesis presents a research in History Teaching Science, regarding the role of students in the 8th grade of Elementary School at the Professor Paulo Nobre State School, in Macaíba, Rio Grande do Norte, a moment in which the need to investigate how identities urban youths develop the perception of themselves and the “other” and how these identity relationships are linked to the production of school historical knowledge. According to these questions, we sought to understand the relationship between the perception of youth identity (individual and collective) and the construction of historical knowledge in the classroom. To this end, we started a research performing a historical contextualization about the changes suffered by History Teaching, its didactic production and the development of new teaching perspectives. Then, we perform the function on the concepts of identity, memory and fluidity of the social compositions of youth groups, in order to prepare students for the practical experience of understanding identity from the self-reflective action on what this concept means, bol, for these subjects. We continue to elaborate on the relationship between historical consciousness and History Teaching. In the sequence, we approach the action research method, as it is considered the most suitable for carrying out this investigation, since this scientific methodology associates individual experiences of the teaching praxis with the scientific methods of historical research, thus allowing the intersection with the students' historicities, their written learning narratives and as different types of historical awareness, these elements being indispensable sources for understanding the process of building school historical knowledge. After getting search results was structured an interventionist proposal in History Teaching promoted as a Didactic Workshop because is interactive, challenging and dynamic which allows the teacher to adapt our proposal to their teaching reality.