Os desafios do ensinar história no século XXI e as potencialidades do letramento histórico na formação de estudantes do ensino fundamental

Abstract

It is not enough to individuals only know how to read and write, nowadays researchers who study literacy pay a lot of attention to the social uses that are made of writing and reading in practical life. The literacy incorporated in this work assumes that there are multiple literacies, historical literacy being one of its specific forms of possible readings. This historical reading of the world contributes to the development of historical awareness (construction of identity and orientation in time), as well as to the formation of critical thinking and the development of research skills. In this perspective, the present work reflects on the ways in which historical literacy contributes to better learning, historical, learning in face of challenges of competing with denialist information and fake news that enter classrooms. This process takes place, among other ways, through the study of historical sources, which bring students closer to the reference science (history), forging in them characteristics that will be of great importance inside and outside the school environment, such as the provisional nature of knowledge, understanding of different narratives, analysis of history as a process, etc. To achieve the proposed objectives, we work with authors who analyze literacy (Kleiman, 1995; Strit, 2007), historical literacy (Lee, 2006; Rocha, 2020), Didactics of History (Rüsen, 2010) Historical narrative (Ricoeur, 2010), among other theoretical references that dialogue with these concepts, being necessary for a better understanding of the research. In a world marked by fake news and denial of historical events, it is essential to forge critical thinking in students through historical literacy in connection with what they bring from their social environment. We intend to develop activities in classes in which students are active participants, so that they can contribute to the production of historical knowledge. The path taken was to develop games through workshop classes. In this study, the students' prior knowledge is considered as a starting point for a meaningful education, in which the teaching of history starts from the present time, contributing to the construction of a temporal relationship and so that historical learning can contribute to the students’ lives in their social context.