Concepções em mudança do pensamento histórico no ensino da história: um estudo de caso australiano

Autores

  • Robert J. Parkes Universidade de Newcastle
  • Debra Donnelly Universidade de Newcastle

DOI:

https://doi.org/10.5965/2175180306112014137

Resumo

Muitos países vivenciaram conflitos em torno do conteúdo do seu currículo de história e tiveram debates sobre a importância relativa de habilidades (pensamento histórico) versus conteúdo (conhecimento histórico). A Austrália não é uma exceção. Este artigo busca contribuir para as discussões sobre a importância do pensamento histórico no ensino da História explorando as concepções em mudança de pensamento histórico nos currículos de história de New South Wales (NSW) (o mais populoso estado da Austrália, que evoluiu de uma antiga colônia britânica e tem uma ininterrupta tradição de ensino de história no ensino médio, e um curso adicional ao ensino obrigatório, que é único no país). Recentemente, a história se tornou um tema obrigatório em todas as escolas australianas, desde o primeiro fundamental até o último ano da escola obrigatória (F-10), pela primeira vez desde a federalização dos estados australianos (1901), quando se determinava constitucionalmente que o currículo era uma responsabilidade do Estado. Este artigo mapeia as formas cambiantes e a importância relativa do pensamento histórico como um resultado explícito do ensino de história nos currículos de história de NSW, desde o seu surgimento no currículo de história eletivo da década de 1970 até a explicitação nas ementas de NSW para o Currículo “nacional” obrigatório australiano. Ele também explora a natureza e o significado do curso adicional “sênior” de história posterior à escola obrigatória de NSW, uma opção para os alunos de história no ano final não obrigatório de escolarização. Este curso adicional incorpora em grande medida o estudo da historiografia, exigindo dos alunos que apliquem suas intuições meta-históricas numa investigação historiográfica original, ancorando teoria histórica complexa numa experiência de ser historiador. Defendemos que esta atitude de incorporar a historiografia no currículo expande a noção do que constitui o pensamento histórico no ensino de história. Assim, concluímos com a reflexão sobre o que esses diferentes modos de conceituar o pensamento histórico significam para a função social e educacional da história, e quais implicações eles sugerem para o ensino da história.

Palavras-chave: Ensino da História; Pensamento Histórico; Austrália.

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Biografia do Autor

Robert J. Parkes, Universidade de Newcastle

Professor de Pedagogia na Universidade de Newcastle e diretor da Rede de Pesquisa em Ensino de História HERMES. Ele ensina na área de Educação Social, de Mídia e de História. Seus interesses de pesquisa incluem Ensino de História, Alfabetização Meta-Histórica, Teorias de Currículos, Políticas e Histórias.

Debra Donnelly, Universidade de Newcastle

Professora e coordenadora do curso de Pedagogia da Universidade de Newcastle, NSW, e atua tanto na graduação quanto na pós-graduação. Seus interesses de pesquisa se concentram no papel do visual e das mídias no desenvolvimento da consciência histórica na era do acesso cada vez maior em função das novas tecnologias. Procura-se investigar e esclarecer a relação entre as molduras conceituais que tem o professor em relação ao entendimento histórico, ao conhecimento problematizado e à representação e memória e prática pedagógica histórica.

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Publicado

2014-05-27

Como Citar

PARKES, Robert J.; DONNELLY, Debra. Concepções em mudança do pensamento histórico no ensino da história: um estudo de caso australiano. Revista Tempo e Argumento, Florianópolis, v. 6, n. 11, p. 137–161, 2014. DOI: 10.5965/2175180306112014137. Disponível em: https://periodicos.udesc.br/index.php/tempo/article/view/2175180306112014137. Acesso em: 14 dez. 2024.