Aula de história: cultura, discurso e conhecimento

Abstract

This research aim was to investigate the History teaching-learning process in the classroom discursive interactions. With this aim, we focused the analysis on the interactions in a 2nd grade History classroom at the State of Minas Gerais Educational Network (Rede Estadual de Educação de Minas Gerais) secondary school Escola Estadual Maestro Villa-lobos. The theoretical and methodological principles that guided the investigation were founded on two contemporary trends for classroom interactions analysis: the social-cultural approach, whose greatest exponents are Vygotsky and Bakhtin and the ethnographic perspective in education with emphasis on the Interaction Ethnography. The methodological procedures included records in video, field notes, institutional space analysis, questionnaires, interviews and a prolonged field immersion period (nine months). Besides the teaching-learning processes, the analysis carried out was aware of the classroom under study inherent culture, their varied types context (international, social, historical, institutional, cultural, etc) and to the set of educational activity through the discourse. The actual teaching-learning processes analyses were formed by two focuses: the first one, centered on the teacher, sought to characterize the discursive dynamics of the classroom under study. The second focus, centered on the student, sought to identify his/her learning process and cognitive operations clues, besides making visible the students ways of historically thinking and reasoning and about what kind of thoughts/reasoning is being produced in the registered interactions.