Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná
The article deals with the concept of historical time proposed in Brazilian textbooks regarding the pedagogical use of paintings about 19th-century Brazil which deal with the theme of indigenous culture. Cultural history guides the analysis that, methodologically, relates school history, memory and...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414 |
| _version_ | 1801706384893411328 |
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| author | Leopoldino, Maria Aparecida |
| author_facet | Leopoldino, Maria Aparecida |
| author_sort | Leopoldino, Maria Aparecida |
| collection | OJS |
| description | The article deals with the concept of historical time proposed in Brazilian textbooks regarding the pedagogical use of paintings about 19th-century Brazil which deal with the theme of indigenous culture. Cultural history guides the analysis that, methodologically, relates school history, memory and visual culture in order to approach a complex issue debated by Brazilian historiography about the uses of the past, memory and the way the history of Brazil was written and told, for a long time, from the perspective of the colonizer in the 19th and 20th centuries. In the unfolding of the relection, it is afirmed that the didactic challenges still remaining in the teaching of history come, faced with the necessity of teaching the problem, from the predominance of a conception of time which is characteristic of modernity. Results show the importance of putting the painters’ production in context so as to understand the interpretation that was made of the indigenous people at the time and the sense of difference the former built. It is concluded that the question remains current with regard to this teaching, mainly in colonized countries, and that putting the debate beyond what is considered civilized or uncivilized is essential for meaningful historical learning about cultural differences and, with them, temporal ones. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-7414 |
| institution | Revista Historia Y Memoria |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-74142023-11-27T19:40:36Z Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná Peintures historiques du XIXe siècle et discours identitaire: quelques notes sur l’iconographie et l’enseignement de l’histoire au Parana Pinturas históricas do século XIX e discurso identitário: notas sobre iconograia e ensino de História no Paraná Leopoldino, Maria Aparecida History teaching memory textbook time colonization. Enseignement de l’histoire mémoire manuels scolaires temps Colonisation Ensino de História Memória Livro didático Tempo Colonização The article deals with the concept of historical time proposed in Brazilian textbooks regarding the pedagogical use of paintings about 19th-century Brazil which deal with the theme of indigenous culture. Cultural history guides the analysis that, methodologically, relates school history, memory and visual culture in order to approach a complex issue debated by Brazilian historiography about the uses of the past, memory and the way the history of Brazil was written and told, for a long time, from the perspective of the colonizer in the 19th and 20th centuries. In the unfolding of the relection, it is afirmed that the didactic challenges still remaining in the teaching of history come, faced with the necessity of teaching the problem, from the predominance of a conception of time which is characteristic of modernity. Results show the importance of putting the painters’ production in context so as to understand the interpretation that was made of the indigenous people at the time and the sense of difference the former built. It is concluded that the question remains current with regard to this teaching, mainly in colonized countries, and that putting the debate beyond what is considered civilized or uncivilized is essential for meaningful historical learning about cultural differences and, with them, temporal ones. L’article s’occupe du concept de temps historique proposé par des manuels scolaires brésiliens à propos de l’usage pédagogique des peintures ayant trait au Brésil du XIXe siècle ain de traiter la question de la culture indigène. L’histoire culturelle guide une analyse qui, d’un point de vue méthodologique, allie histoire scolaire, mémoire et culture visuelle pour aborder la question complexe débattue par l’historiographie brésilienne à propos des usages du passé, de la mémoire et de la manière dont l’Histoire du Brésil a été écrite et racontée, pendant longtemps, dès la perspective du colonisateur, dans le XIXe et le XXe siècle. Les déis pédagogiques persistants dans l’enseignement de l’histoire découlent, devant l’exigence d’un enseignement problématisant, de la prépondérance d’une conception du temps caractéristique de la modernité. Les résultats de notre enquête indiquent l’importance de placer l’oeuvre des peintres dans leur contexte ain de comprendre la lecture que l’on it alors de l’indien et le sens de la différence construite par eux. Cet article démontre l’actualité de la question dans l’enseignement, surtout dans des pays colonisés. Il démontre également que conduire le débat au- delà de ce qui est considéré ou pas comme civilisé est essentiel pour un apprentissage historique signiicatif qui respecte les différences culturelles, et parmi elles, les temporalités. O artigo trata do conceito de tempo histórico proposto em livros didáticos brasileiros no uso pedagógico de pinturas sobre o Brasil do século XIX para tratar com o tema da cultura indígena. A História Cultural norteia a análise que, metodologicamente, relaciona história escolar, memória e cultura visual paraabordara complexaquestão debatida pela historiograia brasileira sobre osusos do passado, da memoria e a forma como a História do Brasil foi escrita e contada, durante muito tempo, pela perspectiva do colonizador nos séculos XIX e XX.No desdobramento da relexão, airma que os desaios didáticos ainda permanentes no ensino de História advêm, diante da necessidade de um ensino problematizadorda predominância de uma concepção de tempo característica da modernidade. Nos resultados aponta a importância de situar a produção dos pintores em seu contexto para a compreensão da leitura que se fez do indígena à época e do sentido de diferençapor eles construído.Conclui que a questão permanece atual nesse ensino, fundamentalmente em países colonizados, e que revestir o debate para além do que éconsiderado civilizado ou não civilizado é essencial para uma aprendizagem histórica signiicativa a respeito das diferenças culturais e, nelas, a temporal. Universidad Pedagógica y Tecnológica de Colombia 2018-08-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414 10.19053/20275137.n17.2018.7414 Historia Y Memoria; No. 17 (2018): The teaching of history ; 251-283 Historia Y Memoria; Núm. 17 (2018): Julio- Diciembre 2018. La enseñanza de la historia ; 251-283 Historia Y Memoria; No 17 (2018): L’enseignement de l’histoire; 251-283 2322-777X 2027-5137 spa https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414/6735 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414/7427 https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414/13056 Derechos de autor 2018 Historia Y MEMORIA |
| spellingShingle | History teaching memory textbook time colonization. Enseignement de l’histoire mémoire manuels scolaires temps Colonisation Ensino de História Memória Livro didático Tempo Colonização Leopoldino, Maria Aparecida Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title | Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title_alt | Peintures historiques du XIXe siècle et discours identitaire: quelques notes sur l’iconographie et l’enseignement de l’histoire au Parana Pinturas históricas do século XIX e discurso identitário: notas sobre iconograia e ensino de História no Paraná |
| title_full | Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title_fullStr | Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title_full_unstemmed | Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title_short | Historical paintings from the 19th century and identity discourse: notes on iconography and the teaching of History in Paraná |
| title_sort | historical paintings from the 19th century and identity discourse notes on iconography and the teaching of history in parana |
| topic | History teaching memory textbook time colonization. Enseignement de l’histoire mémoire manuels scolaires temps Colonisation Ensino de História Memória Livro didático Tempo Colonização |
| topic_facet | History teaching memory textbook time colonization. Enseignement de l’histoire mémoire manuels scolaires temps Colonisation Ensino de História Memória Livro didático Tempo Colonização |
| url | https://revistas.uptc.edu.co/index.php/historia_memoria/article/view/7414 |
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