O Método Tobi: inquietude, aprender e ensinar História – Relatos de uma experiência autobiográfica em uma escola de Vigário Geral no Rio de Janeiro

Abstract

The central theme of this research is a reflection based on an autobiographical experience related to the teaching and learning of history in a school on the outskirts of Rio de Janeiro, in the neighborhood of Vigário Geral. And it arose from the restlessness and the numerous difficulties faced in teaching, from 2014, the year I was transferred to Vicar General, peripheral and needy neighborhood of the city. Faced with the conditions of the school, the lack of support staff and especially the poor performance presented by the students, I ended up doing a sincere reflection on my own didactic practice, and from that process, I could better understand my students, approaching them and the difficulties presented because of their realities so lacking in material and immaterial goods. After noticing the inadequacy of my teaching practice, unable to provide what my students expected, and from the corrections I sought to make, such as changes in the content presented, and contextualizations that sought a closer approximation with the reality of students and finally offering From a low-cost soft drink as a reward, I was able to face that chaotic reality and do my teaching job. However, it was from my entry into the PROFHISTORY Professional Master's Program in History Teaching and the reflections that this program provided, mainly from the discussions with teachers and other teaching colleagues, besides the subjects and all the didactic material I had By accessing them, I was able to better understand the whole teaching and learning process by improving my own teaching practice, providing my students with improvements in the history classes taught. The present study seeks to emphasize the importance of affectivity in the relations between teachers and students. And as from the offer of a soda, relationships of affection and mutual respect were built and consolidated, considerably improving not only the school performance, but especially the own school environment.