Learning and development of the historical awareness: possibilities of research on History Education

Abstract

This work presents partial results of a research that has been conducted in the project scope - "Selective and analytical catalogue of the academic production on the teaching of History in Brazil and in Portugal: contributions of theses, essays and articles published in periodicals for renewing the practice of teaching History". Considering an inventory of the trajectory of researches on historical learning, the work presents systematized reflections of a case study related to researches conducted within the scope of the Program of Graduation on Education of the Federal University of Paraná - PPGE-UFPR. These researches accept the existence of the scientific command of History Education, whose theoretical and methodological foundations are referenced basically in the philosophy of History of Jörn Rüsen, as well as in the principles of the educational qualitative research. These theoretical and methodological foundations have based assumptions and categories of a type of historical learning not referenced in psychology, but related to the historical cognition located in the very reference science, based on the theory of historical awareness and its relations to the learning of history. In this work, some results achieved are indicated after the analysis of the theses and essays, such as the function and meaning of the learning in and to History Didactics; historical learning and its relation to practical life; historical narrative and learning, historical concepts and historical learning, located historical learning and education of teachers, historical learning of youngsters and children. From the point of view of the investigation methodology, the guiding principles of these researches are anchored in the assumptions of the morphologic, epistemological and technical poles of the educational qualitative research and in the perspective of the documentary analysis. Based on Pimenta (2002), after the data analysis, some points were systematized, taking the following investigation steps into consideration: who speaks, from where, when, what, which procedures are presented, main theoretical references, results.

Keywords: historical learning; research on History teaching; History Didactics