Ensino de história na educação de adultos: entre o ensinado e o vivido as dimensões da consciência histórica

Abstract

This research aimed at reaching an understanding of the meanings constructed by adult students about the relations existing between the History which is taught and the History which is actually lived. Using the empirical data collected from adult students of the public schools of the city of Belo Horizonte during 2001, we analyzed social, ideological and subjective contents in general, as well as specific aspects Our analysis was supported, among others, by the works of Paulo Freire, E.P. Thompson, Serge Moscovici, Jorn Russen and Eni Orlandi which, besides the historical and social aspects of adult education in Brazil provided the theoretical framework for this research, allowing us to highlight our readings of the empirical data, establish a dialogue with the findings and finally interpret such data. Through the students´ statements we could identify and analyze various perspectives concerning the relation between the History which is lived and that which is taught. We were also able to propose a categorization of expressions, levels and dimensions of the historical conscience built by the subjects of the research. Our study aims at contributing to the field of the History education of adults in Brazil, where studies on the subject are scarce. Mainly it aims at contributing to the process of curricula reorientation in the context of the public schools of the city of Belo Horizonte.