Da prática educativa a uma educação pela prática: o ensino de história com o museu e com a literatura

Abstract

This thesis has as main theme the analysis of the narratives prepared by the basic education history teacher in Belo Horizonte from educational practices developed in the school's relationship with the museum. I tried to identify how these practices were developed and deployed reflected in classroom dynamics that involves pre-visit and post-visit. The perspectives that guided the history teachers to approach the museum in its educational practice and based their actions on the process of preparation and realization for the visit activity and post-visit activity were analyzed. The research has elucidated aspects of school-museum, and it's use of literature in teaching practice, discussing the relationship between the practices and teaching knowledge in historical knowledge field. They are interested in the influence of the educational museum sector in the process of continuing education of history teachers and their pedagogical actions in the interface between the school and the museum, in this case, specifically, a museum whose purpose is the Brazilian prehistory. This analysis starts from the data collected in semi-structured interviews with the direct subjects of this research (teachers) and professionals from the Natural Sciences Museum of PUC Minas, a walker interview at the museum with the collective of teachers from participating schools, post-visit practices recorded and transcribed in the activities (with the indirect subject: students), as well as analysis of practices established in the museum environment and field notebook that was used at various times: museum (Education Sector and exhibition) schools (classrooms and museum visit). The main contributions of the research concerning the relationship established between teachers and culturally structured environments (such as museums), and the pedagogical processes they developed through cultural artifacts (such as literary books) with a view to promoting the teaching history that considers the past uses and forms of perception of temporality by students by promoting a significant pedagogical practice.