O ensino de história no ensino superior: a prática da pesquisa histórica por meio da aprendizagem baseada em problemas

Abstract

This research, based on discussions about the initial training of history professionals, reflects on the practice of historical research as a didactic strategy for teaching history at university. It is understood that history teaching in the academic sphere needs to overcome the dichotomy between theory and practice to provide meaningful learning experiences that enable future historians to develop the knowledge, skills, attitudes, and values necessary for their work in diverse contexts marked by constant innovation and transformation. From this perspective, the practice of historical research provides history undergraduates with meaningful experiences, promoting the critical analysis of the social phenomena studied and experienced, favoring the construction of knowledge, as well as the expansion of their skills. This debate aims to reflect on new learning methodologies for history courses in higher education, which enhance the practice of historical research. Based on the results of the bibliographical research carried out, which demonstrated the lack of studies that reflect on the possibilities of problem-based learning for teaching history, we propose a didactic sequence to help teachers implement this active methodology to promote historical research practices in undergraduate courses.