How students perceive the history class in basic education: reflections from the Brazilian Amazon
Objective: The objective of this article is to analyse how a group of 9th grade high school students in a public school located in the Brazilian Amazon perceive the contents of the history class. We focus on finding out how these students understand the function of the historical facts taught in cla...
| Main Author: | |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2022
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12557 |
| _version_ | 1801706221127860224 |
|---|---|
| author | Cavalcanti, Erinaldo |
| author_facet | Cavalcanti, Erinaldo |
| author_sort | Cavalcanti, Erinaldo |
| collection | OJS |
| description | Objective: The objective of this article is to analyse how a group of 9th grade high school students in a public school located in the Brazilian Amazon perceive the contents of the history class. We focus on finding out how these students understand the function of the historical facts taught in class; what contents are recognized as the most and least important, and what is the purpose of studying this discipline.
Originality/contribution: The research was carried out in the framework of the activities of the Programa Institucional de Bolsas de Iniciação Docente (PIBID) at the Faculty of History
(FAHIST). A questionnaire was designed and applied to the students. The reflection is centered on the participants’responses, whose records have authorship status and show the importance of understanding the way students represent the contents taught in the history class.
Method: 129 records obtained by means of a questionnaire applied to 9th grade high school students were analyzed quantitatively and qualitatively.
Strategies/information collection: Within the qualitative method, the questionnaire technique was used. Ten of the twenty questions we proposed were "semi-open" with "yes-no" options and had a blank space to justify the answers. The other ten were "open-ended" questions about which school subject they liked the most, which contents they remembered studying, which subjects they considered the most important and the least relevant, what was the function of the contents taught in history class, among others.
Conclusion: According to students' responses, contents taught in the history class are associated with the acquisition of knowledge linked to the past. Students do not associate the history class with the present or the future. In terms of content, they point to topics related to the history of Brazil as the most important in the discipline. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12557 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2022 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-125572023-09-06T16:11:49Z How students perceive the history class in basic education: reflections from the Brazilian Amazon Cómo representan los alumnos la historia enseñada en educación básica: reflexiones desde la amazonia brasileña Como os estudantes representam a história ensinada no ensino básico: Reflexões da Amazônia brasileira Cavalcanti, Erinaldo History class representation teaching history brazilian Amazon Historia enseñada representación enseñanza de la historia Amazonia brasileña História ensinada representação ensino de história Amazônia brasileira Ensino de História. Educação Básica. História ensinada. Objective: The objective of this article is to analyse how a group of 9th grade high school students in a public school located in the Brazilian Amazon perceive the contents of the history class. We focus on finding out how these students understand the function of the historical facts taught in class; what contents are recognized as the most and least important, and what is the purpose of studying this discipline. Originality/contribution: The research was carried out in the framework of the activities of the Programa Institucional de Bolsas de Iniciação Docente (PIBID) at the Faculty of History (FAHIST). A questionnaire was designed and applied to the students. The reflection is centered on the participants’responses, whose records have authorship status and show the importance of understanding the way students represent the contents taught in the history class. Method: 129 records obtained by means of a questionnaire applied to 9th grade high school students were analyzed quantitatively and qualitatively. Strategies/information collection: Within the qualitative method, the questionnaire technique was used. Ten of the twenty questions we proposed were "semi-open" with "yes-no" options and had a blank space to justify the answers. The other ten were "open-ended" questions about which school subject they liked the most, which contents they remembered studying, which subjects they considered the most important and the least relevant, what was the function of the contents taught in history class, among others. Conclusion: According to students' responses, contents taught in the history class are associated with the acquisition of knowledge linked to the past. Students do not associate the history class with the present or the future. In terms of content, they point to topics related to the history of Brazil as the most important in the discipline. Objetivo: El objetivo del artículo es analizar cómo la historia enseñada es interpretada por un grupo de estudiantes del 9.º grado de secundaria de una escuela pública ubicada en la amazonia brasileña, para saber cómo esos alumnos comprenden la función de la historia enseñada; los contenidos más y los menos importantes de la historia y el propósito de estudiar esa disciplina. Originalidad/aporte: La investigación se desarrolló durante las actividades del Programa Institucional de Bolsas de Iniciação Docente (PIBID) de la Faculdade de História (FAHIST) por medio de la construcción y aplicación de un cuestionario para los alumnos. De tal modo, la reflexión se centra en las respuestas producidas por los estudiantes que ocupan el lugar de autoría de sus registros, mostrando la importancia que tiene el comprender la manera como los alumnos representan la historia enseñada. Método: A través de la metodología cuantitativa y cualitativa, he analizado un conjunto de registros producidos por 129 estudiantes del 9.º grado de la secundaria durante las actividades desarrolladas en PIBID por medio de un cuestionario. Estrategias/recolección de información: Dentro del método cualitativo, se empleó la técnica de cuestionario. Así, de las veinte preguntas que elaboramos, diez fueron “semiabiertas” con respuestas de “sí” o “no”, y un espacio dispuesto para explicar el “por qué”. Las otras diez fueron preguntas “abiertas” sobre qué asignatura escolar les gustaba más, cuáles contenidos recordaban haber estudiado, qué temas consideraban los más importantes y los menos relevantes, cuál era la función de la historia enseñada, entre otros. Conclusión: Según las respuestas de los estudiantes, la historia enseñada en el aula se asocia con el aprendizaje de conocimientos vinculados al pasado. Los estudiantes no asocian la historia enseñada al presente ni al futuro. En cuanto a los contenidos, señalan los temas relacionados con la historia de Brasil como los de mayor importancia en la disciplina. Objetivo: O objectivo do artigo é analisar como a história ensinada é interpretada por um grupo de alunos do 9º ano de uma escola pública localizada na Amazónia brasileira, a fim de saber como estes alunos compreendem a função da história ensinada; os conteúdos mais e menos importantes da história e o propósito de estudar esta disciplina. Originalidade/contribuição: A investigação foi desenvolvida durante as actividades do Programa Institucional de Bolsas de Iniciação Docente (PIBID) da Faculdade de História (FAHIST) através da construção e aplicação de um questionário para estudantes. Desta forma, a reflexão centra-se nas respostas produzidas pelos estudantes que ocupam o lugar de autoria dos seus registos, mostrando a importância de compreender a forma como os estudantes representam a história ensinada. Método: Através de uma metodologia quantitativa e qualitativa, analisei um conjunto de registos produzidos por 129 alunos do 9º ano do ensino secundário durante as actividades desenvolvidas no PIBID através de um questionário. Estratégias/coleta de informações: Dentro do método qualitativo, foi utilizada a técnica do questionário. Assim, das vinte perguntas que desenvolvemos, dez foram "semi-abertas" com respostas "sim" ou "não", e um espaço fornecido para explicar "porquê". As outras dez eram perguntas "abertas" sobre qual a disciplina escolar de que mais gostavam, que conteúdos se lembravam de estudar, que disciplinas consideravam mais importantes e menos relevantes, qual era a função da história ensinada, entre outras. Conclusão: De acordo com as respostas dos estudantes, a história ensinada na sala de aula está associada a conhecimentos de aprendizagem ligados ao passado. Os estudantes não associam a história ensinada com o presente ou o futuro. Em termos de conteúdo, apontam os tópicos relacionados com a história do Brasil como os mais importantes da disciplina. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2022-01-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12557 10.19053/01227238.12557 Revista Historia de la Educación Latinoamericana; Vol. 24 No. 38 (2022): Adela Speretti (1865-1902); 181-204 Revista Historia de la Educación Latinoamericana; Vol. 24 Núm. 38 (2022): Adela Speretti (1865-1902); 181-204 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12557/11985 Copyright (c) 2022 REVISTA HISTORIA DE LA EDUCACIÓN LATINOAMERICANA https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | History class representation teaching history brazilian Amazon Historia enseñada representación enseñanza de la historia Amazonia brasileña História ensinada representação ensino de história Amazônia brasileira Ensino de História. Educação Básica. História ensinada. Cavalcanti, Erinaldo How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title | How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title_alt | Cómo representan los alumnos la historia enseñada en educación básica: reflexiones desde la amazonia brasileña Como os estudantes representam a história ensinada no ensino básico: Reflexões da Amazônia brasileira |
| title_full | How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title_fullStr | How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title_full_unstemmed | How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title_short | How students perceive the history class in basic education: reflections from the Brazilian Amazon |
| title_sort | how students perceive the history class in basic education reflections from the brazilian amazon |
| topic | History class representation teaching history brazilian Amazon Historia enseñada representación enseñanza de la historia Amazonia brasileña História ensinada representação ensino de história Amazônia brasileira Ensino de História. Educação Básica. História ensinada. |
| topic_facet | History class representation teaching history brazilian Amazon Historia enseñada representación enseñanza de la historia Amazonia brasileña História ensinada representação ensino de história Amazônia brasileira Ensino de História. Educação Básica. História ensinada. |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12557 |
| work_keys_str_mv | AT cavalcantierinaldo howstudentsperceivethehistoryclassinbasiceducationreflectionsfromthebrazilianamazon AT cavalcantierinaldo comorepresentanlosalumnoslahistoriaensenadaeneducacionbasicareflexionesdesdelaamazoniabrasilena AT cavalcantierinaldo comoosestudantesrepresentamahistoriaensinadanoensinobasicoreflexoesdaamazoniabrasileira |
