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Publication
Os Passados Dolorosos no Ensino da História Contemporânea
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| 3.88 MB | Adobe PDF |
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Abstract(s)
Falar de “Passados Dolorosos” é falar de questões sensíveis que ocorreram ao longo da História e que deixaram, de certa maneira “feridas” que causam dor e sofrimento e que por isso, por vezes, torna-se difícil abordar estas questões junto dos discentes. No presente Relatório abordei conceitos como a empatia, passados dolorosos e questões socialmente vivas. Falei ainda do papel da memória na História. A memória, pode, como veremos mais à frente, ser utilizada na História, mas nunca deve ser a única fonte utilizada.
O professor de História, assume, ou deve assumir, um papel de extrema importância, pois através da lecionação dos conteúdos, sobretudo daqueles considerados traumáticos (“Passados Dolorosos”) contribui, sem dúvida, para a formação moral e cidadã dos seus alunos enquanto futuros cidadãos ativos, contribuindo assim para uma coexistência humana mais empática e tolerante.
Ao longo da realização do Estágio Pedagógico, procedi à revisão de literatura de vários documentos e procurei, ainda, compreender, através de conversas e realização de uma entrevista estruturada, a conceção de doze docentes do Departamento de História da escola onde realizei estágio, relativamente à forma como se pode abordar a temática dos “Passados Dolorosos” junto dos discentes, uma vez que se trata de um tema pertinente não só por uma questão de “cumprir programa”, mas também, e sobretudo, porque contribui para promover o desenvolvimento dos alunos enquanto cidadãos ativos que defendam e praticam valores como a justiça, a tolerância e a empatia. Procurei, então, utilizar diferentes estratégias e recursos para apresentar o passado aos meus alunos, adaptando o currículo prescrito a cada turma e até mesmo a cada aluno, se necessário, garantindo que todos os alunos aprendessem da mesma forma. Com o objetivo de fomentar o desenvolvimento dos alunos o seu espírito crítico, contribuindo assim para a formação de cidadãos ativos e conscientes.
Neste Relatório conclui-se que as aulas de História são um espaço privilegiado para a abordagem dos “Passados Dolorosos”, na medida em que potencia o desenvolvimento de uma consciência moral e axiológica critica e reflexiva, contribuindo, sem dúvida, para a criação das bases de uma sociedade mais justa, empática e tolerante.
ABSTRACT: Talking about 'Painful Pasts' means addressing sensitive issues that occurred throughout History and left, in a way, 'wounds' that cause pain and suffering, and for this reason, it is sometimes difficult to address these issues with students. In this Report, I discussed concepts such as empathy, painful pasts, and socially relevant issues. I also talked about the role of memory in History. Memory, as we will see later, can be used in History, but it should never be the only source used. The History teacher assumes, or should assume, an extremely important role because, through the teaching of content, especially that which is considered traumatic ('Painful Pasts'), they undoubtedly contribute to the moral and civic formation of their students as future active citizens, thus contributing to a more empathetic and tolerant human coexistence. Throughout my Pedagogical Internship, I reviewed literature from various documents and also sought to understand, through conversations and conducting a structured interview, the views of twelve teachers from the History Department of the school where I did my internship, regarding how the theme of 'Painful Pasts' can be approached with students. This is a relevant topic not only for 'covering the curriculum' but also, and mainly, because it contributes to promoting the development of students as active citizens who defend and practice values such as justice, tolerance, and empathy. I then sought to use different strategies and resources to present the past to my students, adapting the prescribed curriculum to each class and even to each student if necessary, ensuring that all students learned in the same way. The goal was to foster the development of students’ critical thinking, thus contributing to the formation of active and conscious citizens. This Report concludes that History lessons are a privileged space for addressing 'Painful Pasts' as they foster the development of a critical and reflective moral and axiological awareness, undoubtedly contributing to the creation of the foundations for a more just, empathetic, and tolerant society.
ABSTRACT: Talking about 'Painful Pasts' means addressing sensitive issues that occurred throughout History and left, in a way, 'wounds' that cause pain and suffering, and for this reason, it is sometimes difficult to address these issues with students. In this Report, I discussed concepts such as empathy, painful pasts, and socially relevant issues. I also talked about the role of memory in History. Memory, as we will see later, can be used in History, but it should never be the only source used. The History teacher assumes, or should assume, an extremely important role because, through the teaching of content, especially that which is considered traumatic ('Painful Pasts'), they undoubtedly contribute to the moral and civic formation of their students as future active citizens, thus contributing to a more empathetic and tolerant human coexistence. Throughout my Pedagogical Internship, I reviewed literature from various documents and also sought to understand, through conversations and conducting a structured interview, the views of twelve teachers from the History Department of the school where I did my internship, regarding how the theme of 'Painful Pasts' can be approached with students. This is a relevant topic not only for 'covering the curriculum' but also, and mainly, because it contributes to promoting the development of students as active citizens who defend and practice values such as justice, tolerance, and empathy. I then sought to use different strategies and resources to present the past to my students, adapting the prescribed curriculum to each class and even to each student if necessary, ensuring that all students learned in the same way. The goal was to foster the development of students’ critical thinking, thus contributing to the formation of active and conscious citizens. This Report concludes that History lessons are a privileged space for addressing 'Painful Pasts' as they foster the development of a critical and reflective moral and axiological awareness, undoubtedly contributing to the creation of the foundations for a more just, empathetic, and tolerant society.
Description
Dissertação de Mestrado, Ensino da História no 3.º Ciclo do Ensino Básico e no Ensino Secundário, 05 de fevereiro de 2025, Universidade dos Açores
Keywords
Passados Dolorosos História Ensino Valores Cidadania
Citation
Novo, Adriana Arruda. (2024). "Os Passados Dolorosos no Ensino da
História Contemporânea". 121 p. (Dissertação de Mestrado em Ensino da História no 3.º Ciclo do Ensino Básico e no Ensino Secundário). Ponta Delgada: Universidade dos Açores, 2024. Disponível em http://hdl.handle.net/10400.3/8632