O conceito de escravidão no processo de letramento histórico escolar

Abstract

This dissertation was guided by the desire to understand how first year students at state public high schools of Rio de Janeiro process the historical concept slavery (that come from their school and life paths), during History classes. The concept of slavery was used for the historical process under study and considered relevant to the daily lives of students. To carry out the research, it was mainly used the qualitative method of research-action, although a research questionnaire with closed questions was also applied so that it would be able to trace the profile of the young people studied. Research results show that students, throughout the teaching and learning process, complexify the concepts that come from their daily experience, although in a tacit way; they show a fragmented understanding of historical temporality in their narratives; as well as difficulty in formally attributing meaning and contextualization to the historically constructed concepts, which evidences a historical literacy under development. It was concluded, then, that a possible way for the historical concepts to have meaning for the students could be the promotion of dialogical classes, based on the attentive observation of these teenagers’ narratives, aiming at reaching historical literacy that connects what the students already think with what the History discipline provides to them. It was demonstrated a problematizing didactic sequence, using the concept of slavery as a proposition to help History teachers in the pedagogical practice of historical literacy at the classrooms.