Educación histórica y la experiencia de producción de materiales: contribuciones para el aprendizaje en la educación infantil

Abstract

This text is an introduction to a case study about the production of materials for the teaching of History in the early-childhood education and the first years of the primary education. It is a practical report realized with academics who are currently studying Pedagogy at the Federal University of Paraná (UFPR) as part of the Methodology of the History Teaching course. The main purpose of this study was to widen and deepen the reflection on the methodological possibilities for the teaching of History together with academics under ongoing formation. The dialogues between the History Education and Early Childhood Educational e referenced in the theory of learning in the historical perspective of the development of historical consciousness proposed by the history philosopher Jörn Rüsen ( 2010) and also in studies conducted by the researcher Hilary Cooper (2006, 2012). The theoretical assumption that supported our study was based on studies and research in the area of the Historical Education, which houses researchers who focus their research on the principles, sources, typologies and teaching and learning strategies which have History as a common reference. The research which contributed to this report and the discussions it opens were conducted by Barca (2005), Cooper (2006, 2012) and Schmidt (2009, 2011). From the experience held in different classes we noticed that the academics draw up hypotheses on the methodology of the History teaching, supporting their arguments with the assumptions of the History science.