O ensino da história do Brasil da primeira república (1889-1930): uma experiência didática com o uso da fotografia
Nenhuma Miniatura disponível
Data
2025-05-30
Autores
Loureiro, Milka Christine Godinho
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal do Espírito Santo
Resumo
This study investigated the use of photography as a pedagogical experience in the teaching of Brazilian History, focusing on the period known as the First Republic (1889–1930). It explored approaches that expand the possibilities beyond the conventional use of textbooks, aiming to foster learning through multiple perspectives and the critical analysis of different sources. The study was guided by the theoretical reflections of Jörn Rüsen (2006) and Peter Lee (2006), who argue that learning history involves more than memorizing facts and dates; it is a complex process that seeks to develop critical understanding of the past and the construction of meaning for practical life. In other words, learning history should be an active and reflective process in which students engage with historical sources, debate divergent interpretations, and construct their own historical narratives.The participants in the research were students from the third year of high school, enrolled in the morning shift in 2024 at the “Wallace Castello Dutra” State School of Elementary and Secondary Education, located in Guriri, in the municipality of São Mateus – ES, Brazil. The study followed a qualitative, participatory, and exploratory approach, using photographs taken by the students themselves as a resource for analyzing historical events of the First Republic in Brazil. Data collection procedures included observations, questionnaires, and text analysis. The data were organized, categorized, and examined through Discursive Textual Analysis, with the aim of evaluating the potential of differentiated pedagogical practices as essential tools in the history teaching-learning process. During the activity, it was observed that the use of photography as a mediating tool sparked students' interest and facilitated the exchange of perspectives on the content being worked on. The images produced allowed for the articulation of students' experiences with the past, enriching the construction of historical meanings. The records and discussions indicated an expansion of historical consciousness, in line with the frameworks of Rüsen and Peter Lee, by enabling interpretations more closely connected to the students' everyday reality.
Descrição
Palavras-chave
Consciência histórica , Literacia histórica , Tempo histórico