Thesis Chapters by Guilherme Nogueira M. Muzulon
IV Congresso de Educação da Grande Dourados, 2018
Eixo temático: História da Educação Resumo: O presente trabalho é uma reflexão sobre como as repr... more Eixo temático: História da Educação Resumo: O presente trabalho é uma reflexão sobre como as representações em livros didáticos de História contribuem para a pesquisa historiográfica e para a história da educação. Objetivamos explicar os conceitos de livro didático e representação. Pensamos, especificamente, as representações das mulheres nessas fontes, a fim de ilustrarmos o potencial do método. Trabalhamos com uma perspectiva histórica, buscando perceber o movimento de permanência e mudança, de contradições e harmonias nas ações das pessoas em um recorte espaçotemporal contextualizado. Entendemos que a análise de representações em livros didáticos de História oferece indícios para que possamos responder às questões pertinentes à história da educação, ao ensino de História e, consequentemente, às práticas pedagógicas, especialmente no que tange a esses assuntos. Entendemos livros didáticos de História como produto cultural e documento histórico, o que nos permite compreender motivações e forças de interesses, entre sujeitos históricos, ao produzi-los, especialmente no âmbito do ensino de História.
MUZULON, Guilherme Nogueira M. , 2019
A presente dissertação prioriza como fontes de pesquisa oito livros didáticos de História do Ensi... more A presente dissertação prioriza como fontes de pesquisa oito livros didáticos de História do Ensino Médio inscritos nos Guias dos Programas do Livro nos anos de 2008 e 2012, que foram escolhidos e usados em Escolas Estaduais do município de Dourados MS. Destas fontes definiu s e como objeto um conjunto de representações de movimentos sociais contemporâneos característicos da história do tempo presente brasileiro. O objetivo geral foi analisar as representações dos movimentos sociais contidas nas páginas dos livros didáticos. Com o objetivos específicos, a pesquisa propôs analisar as representações, identificar concepções autorizadas, preferidas, isoladas e excluídas sobre os movimentos sociais no campo do ensino de História escolar . A pesquisa se torna relevante ao entender que, n o ano de 2008, o Ministério da Educação (MEC) e o Fundo Nacional de Desenvolvimento da Educação (FNDE) adquiriram livros didáticos de História para o Ensino Médio, sob uma perspectiva da trajetória das políticas educacionais do Brasil. Para adquir i los re alizaram se avaliações, conduzidas por comissões especializadas, montadas a partir de editais específicos do Programa do Livro, vinculado ao MEC. Por sua vez, encontram se indícios do modo como as representações sociais são reproduzidas enquanto produtos d e agentes que articulam interesses ao ensino de História e aos movimentos sociais. Estes interesses estão conectados devido à relação do currículo disciplinar e a necessidade de abordar a cidadania, com a legislação brasileira e as necessidades da lógica d e mercado. Os movimentos sociais, por sua vez, são forças de formação de identidades e de manutenção ou transformação da estrutura social. Por isso, questionam se quais concepções foram geradas e consumidas a respeito deles no contexto observado, no âmbito do ensino de História escolar. Por fim, os resultados apontam para a forma como o ensino de História tem disponibilizado a construção de sentido sobre a cidadania.
Palavras-chave: representações sociais; movimentos sociais; livros didáticos de história; ensino de história escolar.
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This dissertation uses as prioritized source of research eight didactic books of History for secondary school. These books were registered in the program that established guidelines for didactic books for 2008 and 2012. From these sources, the object of study was defined as a set of representations of contemporary social movements, which are associated with the current Brazilian time. The general objective was analyzing these representations to gr asp their meanings. The specific objectives were contributing to the history of representations with a proposal of descriptive analysis; contributing to the field of history teaching at school by expressing conceptions that are authorized, preferred, isola ted and excluded about the social movements . This research is relevant by understanding that in 2008 it was the first time that the Brazilian State acquired didactic books of History for secondary school, under a perspective that focuses on the trajectory of Brazilian educational policies. To acquire them, assessments were carried out, conducted by specialized committees, set by specific calls from the Program of Books, which is linked to the Ministry of Education. There is evidence about how the social rep resentations are reproduced as products from agents that articulate their own interests in relation to the teaching of History and social movements. These interests relate to each other due to the relationships between citizenship, the Brazilian laws and t he need for profit inherent of the market rationale. The social movements, on their side, are forces that form identities and that maintain or transform the social structure. Therefore, there is the emergence of a question to identify which conception was generated and consumed for the social movements in this context for the teaching of History at schools. Finally, the results point to the way through which the teaching of History have enabled the construction of meaning about citizenship.
Keywords: social representations; social movements; history textbooks; school history teaching; citizenship.
Books by Guilherme Nogueira M. Muzulon
Capítulo de livro publicado em parceria com o primeiro autor, Ary Albuquerque Cavalcanti Jr., no ... more Capítulo de livro publicado em parceria com o primeiro autor, Ary Albuquerque Cavalcanti Jr., no qual apresentamos alguns resultados, em formato de ensaio, sobre as representações das mulheres em livros didáticos de História.
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Thesis Chapters by Guilherme Nogueira M. Muzulon
Palavras-chave: representações sociais; movimentos sociais; livros didáticos de história; ensino de história escolar.
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This dissertation uses as prioritized source of research eight didactic books of History for secondary school. These books were registered in the program that established guidelines for didactic books for 2008 and 2012. From these sources, the object of study was defined as a set of representations of contemporary social movements, which are associated with the current Brazilian time. The general objective was analyzing these representations to gr asp their meanings. The specific objectives were contributing to the history of representations with a proposal of descriptive analysis; contributing to the field of history teaching at school by expressing conceptions that are authorized, preferred, isola ted and excluded about the social movements . This research is relevant by understanding that in 2008 it was the first time that the Brazilian State acquired didactic books of History for secondary school, under a perspective that focuses on the trajectory of Brazilian educational policies. To acquire them, assessments were carried out, conducted by specialized committees, set by specific calls from the Program of Books, which is linked to the Ministry of Education. There is evidence about how the social rep resentations are reproduced as products from agents that articulate their own interests in relation to the teaching of History and social movements. These interests relate to each other due to the relationships between citizenship, the Brazilian laws and t he need for profit inherent of the market rationale. The social movements, on their side, are forces that form identities and that maintain or transform the social structure. Therefore, there is the emergence of a question to identify which conception was generated and consumed for the social movements in this context for the teaching of History at schools. Finally, the results point to the way through which the teaching of History have enabled the construction of meaning about citizenship.
Keywords: social representations; social movements; history textbooks; school history teaching; citizenship.
Books by Guilherme Nogueira M. Muzulon
Palavras-chave: representações sociais; movimentos sociais; livros didáticos de história; ensino de história escolar.
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This dissertation uses as prioritized source of research eight didactic books of History for secondary school. These books were registered in the program that established guidelines for didactic books for 2008 and 2012. From these sources, the object of study was defined as a set of representations of contemporary social movements, which are associated with the current Brazilian time. The general objective was analyzing these representations to gr asp their meanings. The specific objectives were contributing to the history of representations with a proposal of descriptive analysis; contributing to the field of history teaching at school by expressing conceptions that are authorized, preferred, isola ted and excluded about the social movements . This research is relevant by understanding that in 2008 it was the first time that the Brazilian State acquired didactic books of History for secondary school, under a perspective that focuses on the trajectory of Brazilian educational policies. To acquire them, assessments were carried out, conducted by specialized committees, set by specific calls from the Program of Books, which is linked to the Ministry of Education. There is evidence about how the social rep resentations are reproduced as products from agents that articulate their own interests in relation to the teaching of History and social movements. These interests relate to each other due to the relationships between citizenship, the Brazilian laws and t he need for profit inherent of the market rationale. The social movements, on their side, are forces that form identities and that maintain or transform the social structure. Therefore, there is the emergence of a question to identify which conception was generated and consumed for the social movements in this context for the teaching of History at schools. Finally, the results point to the way through which the teaching of History have enabled the construction of meaning about citizenship.
Keywords: social representations; social movements; history textbooks; school history teaching; citizenship.