Concepções de História e de Ensino da História

Magalhães, Olga

doi:10.4000/books.cidehus.5190

Cited by 8 publications

(9 citation statements)

References 11 publications

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“…Numerous studies have been carried out on textbooks in Portugal in the field of educational history (Matos, 1990;Mendes, 1999) and, more recently, in the field of history education (Magalhães, 2002(Magalhães, , 2013Freitas, 2005;Solé, 2014Solé, , 2018Rodríguez and Solé, 2018;Solé and Barca, 2018). The initial interest was in the analysis of the contents centered on historical themes and on the rigor expressed in them, the analysis of their structure, content, suitability of the methodology, and of the activities and questions posed.…”

Section: Present Studymentioning

confidence: 99%

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

et al. 2020

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The main objective of this article is to analyze the cognitive level of the activities in History textbooks in Spain, England, and Portugal in the transition stage from Primary to Secondary Education (11–13 years), according to the country of origin, typology, and the concepts and disciplinary contents included. The design of this research is quantitative, descriptive, and cross-sectional. The non-probabilistic sample consists of 6,561 activities contained in 27 school textbooks from Spain, England, and Portugal. Descriptive and contrast analyses have been carried out using parametric tests. The results indicate that textbooks from Spain and Portugal mainly include activities situated between a basic and intermediate cognitive level while in England, the cognitive level of activities is medium or high. The ANOVA and Tukey B tests show significant differences between the cognitive level required in the activities and the typology of exercises, the concepts, and historical contents worked on. The activities with higher cognitive level correspond to those of creation and essays, the exercises that work on empathy and historical relevance, and that contain activities of social and economic history. In contrast, the activities with the lowest cognitive level are short questions and objective tests, those that work on first-order concepts (data and concrete facts), and those on the History of Art. The conclusion is that there is a need for a balanced presence of first-order content and historical thinking skills, the application in the classroom of a more active student-centered methodology, and the teachers’ conception of history teaching that prioritizes historical skills.

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Section: Present Studymentioning

confidence: 99%

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

et al. 2020

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“…The PhD study sought to understand teachers' historical thinking, a focus still scarcely explored in this area of research (GAGO, 2007). At the time, only one study of a quantitative nature was produced in Portugal, suggesting the need of further scrutiny of teachers' conceptual framework especially concerned with classroom practices (MAGALHÃES, 2002). The thesis of Marília Gago was based on a solid epistemological framework referring to historical narrative, a notion she discussed in several perspectives from the relativist one to the compromise between "internal realism and perspectiveful objectivity" (GAGO, 2007, p. 50).…”

Section: B Teacher Conceptions On Narrative and Historical Consciousmentioning

confidence: 99%

Investigar em educação histórica em Portugal: opções metodológicas

Barca

2019

Educ. rev.

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RESUMO A pesquisa em educação histórica visa compreender o pensamento histórico dos sujeitos a nível substantivo e meta-histórico, sobretudo no que concerne aos agentes da aprendizagem no contexto da educação formal. No plano metodológico, quer os estudos sistemáticos quer os de investigação-ação têm privilegiado abordagens de natureza essencialmente qualitativa, acompanhadas de análise quantitativa de dados. Neste artigo discutem-se processos e resultados de alguns desses estudos em Portugal, à luz das opções metodológicas e de conceitos inerentes à História.

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“…Bouhon (2009), realiza una encuesta a 175 profesores de historia de Bélgica y Luxemburgo en la que solicita sus puntos de vista sobre la enseñanza de la historia; concluye que los profesores comparten representaciones de tres modelos didácticos: exposición, descubrimiento e investigación. En Portugal, Magalhães (2000) analizó, utilizando metodologías cuantitativas, las concepciones y las prácticas de la enseñanza de la historia de profesores de educación secundaria de la región del Alentejo identificando una variada gama de enfoques. Moreira (2018), desde perspectivas cualitativas, analiza las representaciones y las prácticas de enseñanza de 6 profesores de historia de educación básica del distrito de Porto.…”

Section: Educación Históricaunclassified

The history of Portugal in Elementary Education classrooms. Shape patriots or educate citizens?

Castro

Moreira²,

Maia

et al. 2019

REIFOP

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Se ofrecen resultados de una investigación cualitativa de tipo fenomenológico sobre la educación histórica en las aulas del 2º ciclo de Educación Básica del distrito de Porto, en el norte de Portugal. El objetivo es verificar si la historia de Portugal que se enseña contribuye a reforzar una identidad nacional tradicional y excluyente o a formar ciudadanos activos, participativos y críticos. Los datos se recogieron utilizando una entrevista a 6 profesores de historia y un cuestionario a 91 estudiantes de centros educativos públicos y privados. Siguiendo las recomendaciones de la Grounded Theory y utilizando la herramienta Atlas.ti se construyen categorías de análisis para caracterizar tres enfoques epistemológicos y didácticos (tradicional, innovador y crítico) que guían las prácticas de los profesores de historia, y se analiza la estructura y el contenido de las narrativas de los estudiantes sobre la historia de Portugal utilizando las tipologías narrativas de Jörn Rüsen. Los resultados indican que el profesorado comparte enfoques innovadores de enseñanza con una carga importante de lo tradicional y escasos trazos críticos. Las narrativas de los estudiantes ponen de manifiesto el predominio de las tipologías tradicional y ejemplar con escasos ejemplos críticos y genealógicos. Results of a qualitative research of phenomenological type on historical education in the classrooms of the 2nd cycle of elementary education of the district of Porto, in the north of Portugal, are offered. The aim is to check whether the history of Portugal being taught contributes to reinforce a traditional and exclusive national identity or to educate active, participatory and critical citizens. The data was collected using an interview to 6 history teachers and a questionnaire to 91 students from public and private schools. As the Grounded Theory recommends and using the Atlas.ti tool, analysis categories have been constructed to characterize three epistemological and didactic approaches (traditional, innovative and critical) that guide the practices of history teachers, and the structure and content of students' narratives about the history of Portugal is analyzed using the narrative typologies from Jörn Rüsen. The results indicate that teachers share innovative teaching approaches with a heavy burden of traditional and few critical traits. The students' narratives show the predominance of traditional and exemplary typologies with few examples of critical and genealogical.

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Concepções de História e de Ensino da História

Cited by 8 publications

References 11 publications

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

Analysis of Cognitive Skills in History Textbook (Spain-England-Portugal)

Investigar em educação histórica em Portugal: opções metodológicas

The history of Portugal in Elementary Education classrooms. Shape patriots or educate citizens?

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