Publicação
As competências específicas no ensino da História: a dimensão da temporalidade para a compreensão histórica
| Resumo: | In Portugal the discussion about the relevance of competencies in teaching has been affirming since the end of the 90s, being present in the various normative documents. In this paper we proceed to an analysis and discussion of the relevance of the specific competences in the teaching of History in the official documents. It emphasizes the role of conceptual competences, namely the dimension of temporality, essential to historical understanding. We present the results of a longitudinal and interpretative case study on the understanding of time, historical time and the concept of change, based on the use of iconic sources, with Portuguese students aged 8 to 10 years old, carried out in an urban school in Braga (Portugal), followed over two academic years. The study revealed that temporal and temporal understanding develop gradually, and can be accelerated by cognitively challenging strategies. |
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| Autores principais: | Solé, Glória |
| Assunto: | Educação histórica Competências históricas Cognição histórica Temporalidade Mudança History education Historical competences History cognition Temporality Change |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | português |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | In Portugal the discussion about the relevance of competencies in teaching has been affirming since the end of the 90s, being present in the various normative documents. In this paper we proceed to an analysis and discussion of the relevance of the specific competences in the teaching of History in the official documents. It emphasizes the role of conceptual competences, namely the dimension of temporality, essential to historical understanding. We present the results of a longitudinal and interpretative case study on the understanding of time, historical time and the concept of change, based on the use of iconic sources, with Portuguese students aged 8 to 10 years old, carried out in an urban school in Braga (Portugal), followed over two academic years. The study revealed that temporal and temporal understanding develop gradually, and can be accelerated by cognitively challenging strategies. |
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