TEACHING HISTORY AND HERITAGE EDUCATION IN BASIC EDUCATION: CHALLENGES AND POSSIBILITIES
This article aims to present a participatory research that included an intervention and application of a methodology called “Imaginando”, whose principle was the use of photographic language in the representation of the concept of heritage. To this end, initially studies are presented in the area th...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUI) |
| Repositorio: | Revista Contexto & Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.unijui.edu.br:article/10786 |
| Acceso en línea: | https://www.revistas.unijui.edu.br/index.php/contextoeducacao/article/view/10786 |
| Access Level: | acceso abierto |
| Palabra clave: | history teaching photography heritage education learning ensino de história fotografia educação patrimonial aprendizagem |
| Sumario: | This article aims to present a participatory research that included an intervention and application of a methodology called “Imaginando”, whose principle was the use of photographic language in the representation of the concept of heritage. To this end, initially studies are presented in the area that investigated the expansion of the concept of sources in Brazilian historiographical production and the relationship between history teaching and heritage education in the context of the early years, presenting problems and possible possibilities for pedagogical interventions. The study had the participation of 22 students from a class of 5th year of elementary school in a public school located in the municipality of Serra, Espírito Santo. The activities took place over a month, distributed in one class per week. After analyzing the instruments produced and used, it is possible to state that the photographs have communicative functions, and that, in the investigated context, the possibility of using the photographic image as a historical school source was found, which contributed significantly to the organization of the concept. and understanding the content. |
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