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The article analyzes how the degree courses in History in Brazil problematize historical learning during the initial formation of History teachers. For this purpose, it selected 27 Political Pedagogical Project (PPP) from federal universities of all states, as a methodological option to understand the place occupied by studies on historical learning through the mapping of compulsory subjects focused on this theme. The cataloged data show a complete silence, in the institutions surveyed, regard to studies focused on this theme, indicating that teachers trained in these institutions can reach the classroom completely unaware of the debate on historical learning. [ABSTRACT FROM AUTHOR]

This article reflects on relations between historians and their own time. The text analyses these relationships as subject (some historians studying their own time) and as indirect allusions (some historians studying different periods and use contemporary the technical and theoretical means). The paper also discusses how important of the education for these studies. The experience of the dictatorship (1964/1984) and the democratic efforts of the country (1985 to present day) in Brazil are the main historical processes evoked in the discussion. [ABSTRACT FROM AUTHOR]

The academic production of the 1960's and 1970's, which is devoted to the study of the Brazilian working class, brings with itself the futures expectations of their specialists. Therefore, the past appears as sign of what will come according to world representations, of history and of the working class. Those representations, on one side, are constituted historically, through the incorporation of the sociocultural configurations; and, on the other hand, they show as producers of the practice and of the academic speech, establishing the theoretical fields of interpretation of the Brazilian working class. Starting from this perspective, we related interpretations of part of the academic production theses years with the sociocultural conditions of the country and with the internal dynamics of the academic production field, looking for understand their practices and representations. [ABSTRACT FROM AUTHOR]

This article aims to bring the field to the iconographic history of education, so, explaining possible ways to use photography in the classroom, as methodological tool, demonstrating the viability of the whole photographic aid in practice in this area of teaching through the teaching-learning relationship. Throughout its history, photography has been marked by its uses and functions, for their great capacity for representation, address it as evidence of the real shows a more refined and dynamic in historical research. Include them in teaching means exploring its representative capacity to understand one of the guiding lines of Parâmetros Curriculares Nacionais (PCN's): diversity. In particular, this research, will address the immigration issue to the combination of education and photography, viewing the social realities of a plural and particular bias. [ABSTRACT FROM AUTHOR]

The relations between indigenous society and the academic research in Brazil consist on the object studied of this paper. Therefore, ponder about the eurocentrism present on the traditional historiography. Finally, discuss around the modern schedule of this theme in the scholarship practices. [ABSTRACT FROM AUTHOR]

One of the main problems of Didactics -general and specific, in this case, the History Didactics- is the problem of selection and organization of teaching contents. Considering the complexity and historicity of this task, this paper searches the historical foundations of choosing and organizing contents for the Brazilian History and General History teaching, since the discipline origins at the nineteenth century to the great lines of contemporary organization of contents. It is presupposed that the effects of modernity, nationalism and European view moulds and impose conditions to the scholar discipline, generating characterristics that remain until today, imposing limitations to changing projects. At the meantime, the decolonization processes supports alternative projects of History and History teaching, among them we have the America's History, presented at Brazil in the beginning of twentieth century. With the critical reservation to the four parts traditional division of the General History and three parts traditional division of Brazil's National History, the following proposals of didactical treatment of historical contents are schematized: traditional General and National History (lineal and traditional approaches), Integrated History, Thematic History, regressive or retrospective History and History throughout the Means of Production of the Marxism. [ABSTRACT FROM AUTHOR]

Integralism was a new politic force in the Brazil in the 1930's years for mobilize hundreds of people using some flags: a kind of nationalism, the reforcement of religious and familiar values, the discipline and the hierarchy, and the anticomunism. This last one, in spite of other elements made part of Integralist ideology, was enough mentioned in the transmition of sigma ideas, indicating the inaviabilities of comunist propose to overcome the world crisis in that decade. In this sense, the press enacted a important task for transmit notions about comunism that characterized like destroyer ideology of society by the fight between classes and the disregard of moral and religious values. [ABSTRACT FROM AUTHOR]

The purpose of this article is to know the History of the new Christians who were born or lived in Rio de Janeiro and who have studied at the University of Coimbra between 1600 and 1730. The main sources of documents used are their processes when they were arrested by the Trial of Inquisition of the Holy Office in Lisbon. The "voices" we hear by means of the inquisitorial documents tell us about how hard some tried to produce a rhetoric before the Holy Office officials, as they started their confessions. Most of these literate men had graduated in Canon Law, nevertheless, instead of preparing complex theological discussions, they created practical problem solving methods, thus trying to go on with their lives, their studies and to recover their liberties, even after having become impoverished. [ABSTRACT FROM AUTHOR]

What do young and adults students think about History and its social function? This research, whose main objective is to analyse the relationship that students have with historical knowledge and if they ascribe a practical sense for historical learning, was guided by this initial inquiry. In other words, we investigate the significance of historical knowledge to the students and to what extent the teaching of history has influence on the formation of a critical and reflective thinking about themselves and the contemporary world. Thus, we established dialogues with current academic production outlined in Education field devoted to the study of adult education in Brazil, as well as with the contributions from the Theory of History, along with the assumptions of history didactics and the concept of historical consciousness developed by Jörn Rüsen (2001a) and Agnes Heller (1993). The discussions about youth and adult education were emphasized due to the need of understanding about what is this field of education, its importance and representativeness in Brazilian education scenery. The historical consciousness, understood as a set of operations by which men interpret their experience of life and seek answers to various situations that time imposes, was highlighted for being also a way by which the individuals express their ideas, thoughts, and representations and senses about History. This research involved 66 youth and adults students of a public schoool in Guarapuava city, PR. The data were collected through an investigative tool that consists in a set of historical questions (closed and discursive) involving meaning, interest, satisfaction, trust, temporality, experience in the classroom and practical life, and were analysed by using the Escala Likert (PAIS 1999; CERRI, MOLAR, 2010) and also the technique of textual analysis called Content Analysis (BARDIN, 1977). In examining each question and its answers, it was possible to realize a multiplicity of interpretations, since the historical consciousness is not homogeneous. However, the students performed reflections, to a greater or lesser degree, as from their social experiences with the discipline. The result indicated that history, far from being a "school subject" or a "bunch of nonsense," is for young people and adults a way that enables the interpretation and understanding of the reality, the present and their personal life as part of the changes in society. [ABSTRACT FROM AUTHOR]

The current pedagogical proposal aims at emphasizing the importance of school to train students that understand the meaning of citizenship and are able to make use of it. Yet this perception of school as an instrument for the formation of citizens is an idea that has long been advocated by the Italian theorist Antonio Gramsci. In this work we decided to understand his concept of school and others who have worried about making the school an atmosphere of general education, professional and policy in an integrated manner. The Brazilian reality, however, is different from these proposals, since it maintains the separation between general and vocational training. Beginning, therefore, from the present time, this work aims at understanding whether it is possible to educate for labor and to articulate the general and professional education without strengthening the old dualism. This study is based on the propositions of Gramsci on education and work, on the Brazilian case through the paths of professional education in Brazil and on an analysis of important documents of the Brazilian legislation (Substitute Jorge Hage LDBEN and 9394/96) and finally, aims at integrating education for labor with the teaching of History and its possibilities. We realize, therefore, it is possible and, further, it is imperative that we think of educational proposals that include young people, their needs and experiences. This study thus manifests the interest of contributing to make this happen and considers the teaching of History as a possible integration in the present, among adolescents, their experiences, needs and, above all, their expectations about the future, from the understanding of past. [ABSTRACT FROM AUTHOR]

This research inserts into the range of discussions about museum educational functions and the representation of historical knowledge by primary school teachers, specifically those who teach for the 3rd grade from public education in Londrina - PR. The discussion aims to problems derived from the comprehension of historic museums as spaces conceived from a perspective sometimes as temples of memories to be protected and conserved, sometimes as extensions of a scholarized knowledge, or even by questioning these interpretable possibilities. Therein, it points to some questions about debates between history and memory and the insertion on the historic museums constitution plan. The idea of memory spectacularization, in concomitance to the foundation of the Historic Museum of Londrina (Museu Histórico de Londrina) is developed at the context of a transition from traditional to new museology. The work also focus to the comprehension signs from teachers aboutthe conception of the Historic Museum of Londrina, as also possible interactions with historic knowledge production with the students. The research that presents as a analysis theme, had as its principal idea a sight about teachers knowledges and practices, about the relations stabilished by them, considering visits with students to long duration exhibitions, among the museologic universe, collections, patrimony, material culture and history conception that they assume as a postulate to their pedagogical work. [ABSTRACT FROM AUTHOR]