Narrativas nacionais e competência histórica na formação inicial de professores primários espanhóis

Jorge Sáiz Serrano, Cosme Jesús Gómez Carrasco, Ramón López Facal

Resumo


Neste trabalho, foram analisadas as competências de pensamento histórico e a presença de características de narrativa nacional entre 283 estudantes espanhóis do Grau de Licenciatura em Ensino Primário de Murcia e de Valência. Examinaram-se os seus relatos históricos sobre a expansão cristã na Península Ibérica em território muçulmano durante a Idade Média. Utilizaram-se métodos qualitativos para identificar os níveis de complexidade da exposição a partir de conhecimentos substantivos e conceitos metodológicos, e uma avaliação quantitativa para relacionar esses níveis de complexidade com os níveis cognitivos e narrativos, através da taxonomia SOLO. Também se avaliou em que medida se representam elementos discursivos próprios de uma narrativa nacional. Os resultados confirmam uma educação histórica deficiente dos futuros professores primários, tanto em conceitos históricos de segunda ordem quanto na reprodução de uma narrativa nacional já caduca pela historiografia. Também se confirmou que a presença e complexidade do pensamento histórico nas narrativas é maior quanto maior é o nível e pertinência dos conteúdos históricos substantivos.

 

Palavras-chave: Pensamento Histórico. Narrativa Nacional. Formação Inicial do Professor. Educação Histórica.

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Referências


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DOI: https://doi.org/10.5965/2175180309222017174