A narrativa como uma proposta de ensino das noções temporais para estudantes com Necessidades Educacionais Específicas

Abstract

The teaching of history as a school subject has its basis and specificity in the temporal dimension. Despite this, historical time is still a concept of great debate in the field today. This concept, which is essential to the discipline, presents a high level of abstraction, which can become even more difficult when we think about students with Specific Educational Needs (SEN). Based on this proposal, the present work aims to present narrative strategies, together with the use of an application developed within the scope of research, which aims to assist in the development of temporal notions such as past, present, future, diachrony, synchrony and durations of time, proposed by Braudel. The research is based on three theorists: the didactics of history, represented by Jörn Rüsen, the Theory of history and studies on time and narrative by Paul Ricouer and the Historical-Cultural Theory of Lev Vigotski, especially his Defectology. The research presents as a proposed methodology the formative didactic experiment, formulated by Vasily Davydov and Leonid Zankov, using students with Specific Educational Needs from the 6th, 7th and 8th year as participants. For data analysis, Carlo Ginzburg's Index Paradigm was used as a parameter. As a product of the research, we propose an application that can be used as an activity and possible facilitator of the process of developing temporal notions. Through the research, we were able to see that the narrative composed of speech, gestures, children, images and the application, favored the development of temporal notions.