The historicals narratives produced by the students of elementary school: a exploratory study

Abstract

This paper aims to present the results of an exploratory study developed in the year 2007. The objectives outlined for this study were: i) examine the production of historical narratives of young high school from the proposed content and use of a historical document, ii) consolidate the proposed teacher-researcher. This activity was developed with students from 6th grade of elementary school from a public college in Curitiba. The chosen theme was the Immigration to Brazil in the XIX and XX centuries. Methodologically, the work was divided into three stages. The first was the application of student's previous knowledge. The second slep was to intervene in historical ideas of students, and the third, the application of the metacognition instrument, which allowed a comparison with the knowledge previously identified. This exploratory study is inserted in the debate on the relationship between science and Teach Specific reference, and also in terms of Historical Education, arguing that "these studies, researchers have focused their attention on the principles, sources, types and strategies for learning Historian, under the assumption that the intervention in the quality of learning requires a systematic knowledge of the historical ideas of students, from those who teach (and also requires a knowledge of historical ideas of the latter)" (BARCA, 2005 p. 15). It follows that this work was as important empirical evidence of using a design of teaching and learning referenced in Education History and science of reference, and focusing on elements of the historic situated cognition; that, the qualitatively analyzed results demonstrated the feasibility of young students think historically through intervention in historical ideas previously discovered recorded.