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“The story of me” the history of the world, such as the historical understanding of the students is constructed and developed through the life of the school
About ten years after the war of Paraguay (1864-1870), two great painters, one Brazilian and one Uruguayan, he produced two masterpieces about the conflict. The “naval combat of Riachuelo” (1882), Victor Meirelles, is the image of the hero teams of the Brazilian wrecking vessels in order to achieve, one of which was shipwrecked in the foreground, with its crew helpless. The second frame, the Uruguayan Juan Manuel Blanes, brings the scene more modest, but no less expressive: a woman left lonely, low head, the cries of the crowd of men dead on the beach Your again. Name of work: “don’t Paraguaya” (1879).
The two plates serve as the logo issue Fuvest 2011, as stated by history professor Tiago Campos, who gives the seasons 9 and 2 and 3 degrees of Secondary Education. “Together, they tell two different stories about the same reality,” says Tiago, emphasizing one of the most important lessons that every student of history should know: that reality consists of novels, none of which alone gives an account of what really happened; that some of the characters can embody heroism or shame, and some of the episodes on the ambience of a noble or unworthy, depending on who tells them. To the study of history, so get in touch with the most important interpretations of reality, but with the critical sense to realize the limits of each one.
To be able to that, however, the students of Professor Tiago I had to learn a lot of basic things in the life of the school, starting from the concepts of the time before, now, later – and the historical context. They learned this by following the path of the first historical character that each child is displayed: my.
I’m a historical topic
In the classroom of infant education in the life of Brazil does not lack mirrors. All of the time, students find themselves interacting with colleagues, and the various conditions that are seen: “this is me”. The use of badges is often in the nursery, and their names written everywhere: on the blackboard in the back in the material. “They need to recognize by name; many still refer to themselves in the third person,” says Carina Costa, professor of the mothers.
Students also see in the many photos that record the different moments of the routine of the school grade: the wheel of the conversation, snack time. Routine, such as the identity of the other issue highlighted at this stage: at the beginning of each day the order of activities is written on the blackboard, and announced by the teacher. Calendars are also a prominent place in the classroom.
Behind all mirrors, pictures, names, calendars – is the idea that historical understanding only introjetada on the child when you realize they live is not a certain date (which I’m doing now what I will do after, and after…), in time and place shared by other people. From there this story will be available in the range more than a school series.
In the pre second, for example, every child gets a doll of cloth prepared with the dimensions and characteristics are approximate (eye color, hair, clothing, etc.) That must have been born. It brought to the question of its origin: how have you been? I was a child. Which texture? My mom told me to put it on. In the TV series, the following investigation expands – students produce a timeline of his life with pictures from his birth to the present – and in the roots of the family – the sea as his parents in his childhood he loves to play and eat, as well as where they came from your grandparents, great grandparents, great grandmothers…
Before about 3 years of Primary School, the history of family no longer gives account of the story. In this activity, disciplines, students draw maps of the daily commute between his house and the dog, in the process of studying the past of the neighborhood and its importance to the city (Butantan Institute of the University of the South Pacific). The historical subject is no longer only the “I” of each hit.
When the 4th and 5th years, students study the colonization of the country, their past investigations take after another. As well as their predecessors, millions of immigrant families came to Brazil. As and class mates, Indian, Portuguese and Africans were part of the same historical period that each group has different views. “There come the questions: if you were a slave today? What they thought of the Indians? Why would the pioneers think the heroes?”, Says Angelica Tironi, professor from the 4 years, indicating that the role of activities help students to put themselves in the place of various historical figures.
The story is women
If so here is the content relatively close to the reality of students ‘basic II’ ‘story’ takes the leap in the world”, as he puts on Claudia Cristina Silva. From 6 years onwards, it is the study of human history – the emergence of Homo sapiens until the diversity of political organizations, economic systems and cultures that have emerged since then.
“I can use language that they understand: ‘people, when I talk economics, I’m talking about money, when you talk politics, I’m talking about the government…'”, says the teacher. Simple is the language, but not on the questions it promotes what it is to be civilized? Where I started to inequality? – Promote the critical eye that is already drawing first the basic “history is not the truth, is the version – always depends on the bank,” says Claudia, adding that “we do not question the facts; there may be different opinions about the story, but must have a basis in facts”.
Until Year 9, Claudia knows the history of Brazil and the world, which are always interconnected, “we are not asleep while in Europe confidence” – through texts, songs, poems, speeches and essays, films of different materials, always calling attention to who produced them in this context. When they reach the secondary level, to review more in depth of this content to students willing to understand the concept of the main lines of interpretation of reality, to see Anti, to determine your limitations and form your own opinion on the story.