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Diálogos entre a Educação Histórica e o desenvolvimento do pensamento crítico: um estudo de caso com alunos do 1.º CEB e do 2.º CEB
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Abstract(s)
A Educação Histórica apresenta-se como uma área potencializadora do desenvolvimento do pensamento histórico e crítico, através do trabalho com conceitos metahistóricos potenciados pela análise de diversas fontes históricas. Desta forma, trabalhar a multiperspetiva em História favorece o desenvolvimento do pensamento histórico social e crítico dos alunos, dado que um dos objetivos da mesma é formar indíviduos críticos, interventivos e conscientes na sociedade em que vivem. O presente estudo teve como intuito averiguar de que forma o ensino da História contribui para o desenvolvimento do pensamento crítico, através do desenho de sequências didáticas. Trata-se de um estudo qualitativo, no qual se pretendeu estudar duas realidades educativas: uma turma do 3.º ano e uma turma de 6.º ano de um Agrupamento de escolas do Porto. Utilizaram-se vários instrumentos e técnicas de recolha de dados como grelhas de observação direta e focus group aos alunos. Para análise dos dados utilizaram-se as técnicas de análise da Grounded Theory. Os resultados permitem concluir que houve alterações no desempenho dos alunos ao nível do desenvolvimento do pensamento crítico, tendo contribuído para que estes compreendessem a importância da aprendizagem da
História na formação de uma cidadania democrática.
History Education presents itself as an area that fosters the development of historical and critical thinking, by working with metahistorical concepts that are enhanced by analysing different historical sources. In this way, working on multiperspective in History favours the development of students’ social and critical historical thinking, given that one of the aims of History is to train critical, intervening and aware individuals in the society in which they live. The aim of this study was to find out how the teaching of history contributes to the development of critical thinking through the design of didactic sequences. It is a qualitative study, which aimed to study two educational realities: a 3rd year class and a 6th year class in a school grouping in Porto. Various instruments and data collection techniques were used, such as direct observation grids and focus groups with students. Grounded Theory analysis techniques were used to analyse the data. The results allow us to conclude that there have been changes in the students’ performance in terms of the development of critical thinking, which has helped them to understand the importance of learning history in the formation of democratic citizenship.
History Education presents itself as an area that fosters the development of historical and critical thinking, by working with metahistorical concepts that are enhanced by analysing different historical sources. In this way, working on multiperspective in History favours the development of students’ social and critical historical thinking, given that one of the aims of History is to train critical, intervening and aware individuals in the society in which they live. The aim of this study was to find out how the teaching of history contributes to the development of critical thinking through the design of didactic sequences. It is a qualitative study, which aimed to study two educational realities: a 3rd year class and a 6th year class in a school grouping in Porto. Various instruments and data collection techniques were used, such as direct observation grids and focus groups with students. Grounded Theory analysis techniques were used to analyse the data. The results allow us to conclude that there have been changes in the students’ performance in terms of the development of critical thinking, which has helped them to understand the importance of learning history in the formation of democratic citizenship.
Description
Keywords
Educação Histórica Formação do indivíduo Pensamento crítico e social 1.º CEB 2.º CEB
Citation
Graça, V., & Maia, C. (2024). Diálogos entre a Educação Histórica e o desenvolvimento do pensamento crítico: um estudo de caso com alunos do 1.º CEB e do 2.º CEB. Saber E Educar, 33(1), 1-14. e-ISSN 1647-2144 https://doi.org/10.25767/se.v33i1.37962