O ensino da história e o pensamento reflexivo-crítico da professora no 3º ano do Ensino Fundamental

This collaborative research is a qualitative approach, from historical and cultural perspective, made about a teacher of third grade of basic education in the area of history, in the municipality of Caicó / RN. It has as objective to investigate, in a collaborative action, if the design process of teaching and learning the discipline of history based on the relationship before / after allows the development of critical reflective thinking of the teacher in school practices. The theoretical and methodological approaches are supported in the postulates of Vygotsky (1998), Rubinstein (1973) and Linblinskaia (1979), among others, whose understanding has led us to reflect if the teacher develops the reflective critical-thinking in history discipline classes. The complexity of the study led us to an analysis exercise, using different methodological procedures, such as: bibliographic review of the literature, considering also the literature of the history area, interviews, observation in the classroom, video recordings and reflective sessions, enabling clarify the construction and reconstruction of thought that the teacher had been developing during the process of teaching and learning. The test results point to a dichotomy between theory and practice, and also to a certain fragility in the position of professor in teaching and learning the discipline of history, at the third grade of basic education. The teacher recognizes that she requires a theoretical deepening with more intensity, as a process of continuous training to improve the practice of teaching in history school, though, stating in her speech that her teaching practice is based on critical reflection. However, she presents serious limitations in classroom practices. We conclude that, although she has shown willing to work on a critical perspective of reality, showed also poor change at school practices, starting to reflect about her own actions, pointing her limits and the changes needed that didn t become reality yet. It s necessary a formative process for her. The study therefore showed that even with the sessions and reflective of deepening theoretical studies, the teacher does not change its profile, while maintaining its traditional vision in any pedagogical action. This research recommends the formation of school groups for further studies and discussion on the practices of education in history area from a reflective-critical thought perspective as a mean of personal and professional development

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Ensinando sobre a natureza da ciência: uma abordagem explícita e contextualizada a partir da história do vácuo

In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training