Hoje não vai ter aula: educAÇÃO histórica e aprendizagem colaboraATIVA a partir da experiência com a ONHB

Abstract

The study carried out seeks to reflect on the possibilities of building significant experiences of historical learning, guided by the epistemology of the science of reference itself, aiming that learning occurs in an active and collaborative way and, above all, the learner is at the center of the process. The present study analyzes the historical learning process in school context, focusing on the regular modality of EMTI – Ensino Medio em Tempo Integral (Full Time High School) .The theoretical framework is based on the macro field of historical cognition, where reside Didactics of History, which seeks to understand the process of formation of historical culture, and Historical Education, which searches for a comprehension of the relationship that teachers and students establish with historical knowledge, it’s structuring categories and concepts. The dissertation's proposal is to discuss and reevaluate the role of the History teacher, shifting the focus from teaching to learning, demonstrating the possibilities and potential arising related to the adoption of a model that places the student as a protagonist in the construction of his own knowledge and in which the teacher plays on the very important role of content curator, research mentor / advisor and designer of learning experiences. As a result of this process, we planned and proposed an elective course, in the form of a Historic Education Workshop, inserted in the context of the diversified curriculum base of EMTI - Ensino Medio em Tempo Integral (High School in Full Time), aimed at 1st and 2nd year students (10th grade-sophomore and 11th grade-junior; based on American teaching system), containing historical learning activities , developed in a hybrid learning context, using analog and / or digital resources, designed with the purpose of developing the student engagement and protagonism, stimulated by investigative curiosity and the pleasure of discovery, in order to provide challenging and meaningful cognitive experiences. We intend to contribute to the reflection and construction of a historical learning model capable of articulating the daily reality of those involved, the meta historical concepts, categories of History analysis, and the substantive concepts, the historical processes themselves, in order to contribute to the construction of a structure of historical thought, inserted in a process of digital historical literacy, which allows learners to act as historical subjects more aware of their social place they occupy, better expressing their ideas, defending their rights more effectively, among many others learnings that strengthen the increasingly full exercise of citizenship.