A potencialidade de aulas-passeio de História: os professores e suas práticas

Abstract

Students' ability to read and write is often questioned when it comes to low school performance. Within this context, the term literacy is constantly cited as a factor of great relevance to be developed in school work, with regard to the necessary conditions for pedagogical work that aims to improve the panorama of student learning. This research analyses, based on the propositions of the pedagogue Célestin Freinet, the tour-classes as literacy practices in the teaching of History. We argue that, by taking classes outside school, History teachers contribute to the expansion of students' cultural experiences, which favors the development of these students' historical literacy and, consequently, the evolution of the set of historical learning. Believing that the teaching experience is extremely relevant to our reflections, we will present the interviews carried out with teachers of the History of Basic Education public who work with the dynamics of the tour classes, as well as the analysis of activities developed by them, in order to reflect on the importance of these for the literacy of students in the specific field of History. Finally, we will display a collection with some historical places visited by the teachers interviewed with their classes, with the main characteristics of these places and visiting tips.