25 documents found, page 1 of 3

Portuguese Students' ideas about slavery and the slave trade from Africa to Bra...

This exploratory study is part of a post-doctoral project investigating how Brazilian and Portuguese textbooks present slavery and the slavery trade, as well as how Portuguese students interpret these issues, particularly when they use the sources in their textbooks. A group of 8th-grade students (aged 13–14) from a school in northern Portugal was asked to reflect on the meaning of slavery and its potential con...

Historical education in primary education in Angola: a case study focused on te...

Angola is carrying out a process of curricular transformation of Primary and Secondary Education, in order to improve the educational quality. This process will certainly be enriched by studies that can support it. In this sense, and framed within the scope of Historical Education, this article presents a case study in a public primary school in the province of conceptions and practices of teachers of the 5th a...

As Ciências Sociais e o ensino da História em Portugal: perspetiva e desafios a...

[Introdução] As mudanças políticas e culturais a nível nacional e mundial na década de 1980 tiveram efeitos profundos no sistema educativo português, no currículo nacional e particularmente no ensino das Ciências Sociais entre elas na disciplina de História.[...]

National narratives of Spanish and Portuguese students

This study aims at understanding how the master narratives conveyed by the national accounts given by 14 to 18-year-old Spanish and Portuguese students converge or differ from one another and how they relate to national identity and temporal orientation. Data analysis was carried out in a qualitative approach inspired by Grounded Theory. The results suggest a parallel but conceptually convergent schematic templ...

Educação histórica: desafios epistemológicos para o ensino e a aprendizagem da ...

The main purpose of the line of research in history education is to contribute to an approach of history teaching that seeks to develop in students a dynamic mental attitude of «thinking historically ». The fundamental assumptions of this proposal are discussed here, namely from two central epistemological axes - historical thinking and educational thinking. In this wavelength, it is sought that the historical ...

Troca por troca: cidadania pela história? Ensaio bibliográfico sobre as relaçõe...

Like Pinar (2015) and Santomé (2017), we recognize in this work, that history is an unambiguous element in the context of education for citizenship, however denoting that, in this level, the remaining curricular areas cannot be despised. The teaching of history, also associated with other social sciences, based on certain intentionalities (Prats, 2006) can, in fact, contribute to a democratic education, respons...

Aprender e Ensinar História: assumir a localidade como laboratório didático

History Education in Angolan Primary Teaching from a glocal perspective: a stud...

This article is framed by history education in Primary Teaching in Angola, with a focus on the official curricular program of the History subject/5th grade, published in 2019. The study aims to understand the principles underlying such program, and to suggest ways to potentiate its quality. The study has a qualitative approach, and it uses a content analysis of documental data, done with a grid developed and va...

Troca por troca: cidadania pela história? Ensaio bibliográfico sobre as relaçõe...

Como Pinar (2015) e Santomé (2017), reconhecemos, neste trabalho, que a história é um elemento inequívoco no âmbito da educação para a cidadania, porém denotando que, a este nível, as restantes áreas curriculares não podem ser menosprezadas. O ensino da história, também associado a outras ciências sociais, assente em determinadas intencionalidades (Prats, 2006) pode, de facto, contribuir para uma educação democ...

Evaluar en historia: por los exámenes ¿qué conocimientos?

Las pruebas de evaluación externa son una preocupación para los profesores, reconociendo su implicación directa en las prácticas pedagógico-curriculares, es decir, en Historia, valorando conceptos sustantivos. Sin embargo, para la experiencia de la educación histórica actual será fundamental un conocimiento más asociado a conceptos de segundo orden. Para este análisis centrado en la realidad portuguesa, se reco...