Ensino de história e juventudes: múltiplos olhares e diferentes abordagens na busca de uma “boa” aula de história

Abstract

This study aims to understand and analyze how the young people of the Alfredo Duailibe Teaching Center, located in Paulino Neves, Maranhão, view the teaching of History and how they would like this teaching to occur. The research stemmed from my experience as a teacher/researcher in response to the questions many students raised regarding the need to study the subject of History. To construct this analysis, questionnaires containing objective and open-ended questions were administered to students from two regular high school classes (one second-year class and one third-year class), whose theoretical foundation was the teaching of History. The study was supported by the work of Circe Bittencourt (2009), Maria Auxiliadora Schmidt (2009), Flávia Eloisa Caimi (2015), Luís Fernando Cerri (2018), among others. The first chapter lays the groundwork for the history of History Education, traversing the construction of the concept of youth and their inquiries. Subsequently, a link is made between Didactics and Historical Consciousness, considering them as key elements in the construction of this text. Chapter two seeks to understand what History Didactics is. Chapter three presents an analysis of the questionnaires that were applied, through the construction of tables and categories of analysis. The results after these analyses indicate that the youth of the Alfredo Duailibe Teaching Center, through their different perceptions, showed us how much an education based on dialogue, which stimulates critical thinking, awakens curiosity, and recognizes the student as fundamental in this process, can contribute to the construction of more meaningful classes. Finally, as a final product, there is a guide on how to apply this questionnaire with the youth in high school classes, with the aim of constructing what would be a "good" History class according to the perspective of the youth analyzed.