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You searched for +publisher:"Universidade Estadual de Campinas" +contributor:("Lucini, Marizete"). One record found.

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Universidade Estadual de Campinas

1. Franco, Alexia Padua. Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school.

Degree: 2009, Universidade Estadual de Campinas

Abstract: The objective of this research was to investigate the appropriation, by teachers from public schools of Minas Gerais, of History textbooks recommended by the PNLD 2004, in his use in classroom, analysing the limits and the possibilities of their contribution to the formation of teachers who value and build a teaching of History that breaks with the tradition of the Social Studies. The reflections were directed through the crossing of theoretical discussions on the concepts of school culture, historical knowledge, text book, appropriation, knowledge and teaching practices, with data collected in an ethnographic research conducted in four classes from 3rd grade, throughout all the school year of 2005, involving teachers of four schools of Uberlândia that adopted the textbook Viver e Aprender História, who had more than 15 years of teaching and who had participated of the courses of formation in service offered by the State Department of Education. The analyses of this research had been inserted in the movement that thinks about the confrontations between the proposals of the managers of the educational politics and the dynamics of the school and the empirical knowledge of teachers. They have the idea that the school and its agents are not tabulas rasas who can be molded without resistance for educational reformers, but are educational places and actors that have a proper culture that adapt the reforms proposals in agreement the necessities of the school community where they act. It was verified that, in the appropriation of the textbook, the teachers simply touch the new proposals for the teaching of History that suggest the breakage with the tradition of the Social Studies. They did a superposition between the "traditional" and the "innovative" in the treatment of the sources, of the historical time and of the historical agents, with the balance hanging more for the permanence of the traditional teaching of History, which does not allow the understanding of the historical process and of the social conflicts that move it and that do not develop the necessary skills for the historical thought. This occurred due two major problems: the permanence of the tradition of the Social Studies in teaching practices of teachers without specific formation in History, and the limitations of the textbook distributed by the PNLD to adequately drive the formation of the critical historical thought. So, it was concluded that to invest in the change of the textbooks is not sufficient to change the scene of the teaching of History in the initial series of the basic education, therefore the teachers interfere as much in the decisions of the publisher of what to publish, as in the use of the book in classroom. It is necessary to invest straightly in the improvement of the conditions of work and formation of the teachers, without disregarding what these do and know, but bringing forth the history of experiential knowledge of teachers which interfere in the way like they translate the curriculum prescriptions that arrive at the… Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Zamboni, Ernesta, 1939- (advisor), Universidade Estadual de Campinas. Faculdade de Educação (institution), Programa de Pós-Graduação em Educação (nameofprogram), Junior, Decio Gatti (committee member), Ferreira, Norma Sandra de Almeida (committee member), Almeida, Maria Jose Pereira Monteiro de (committee member), Lucini, Marizete (committee member).

Subjects/Keywords: Apropriação; Ensino de história; Material didático; Formação docente; Ensino fundamental; Appropriation; Teaching history; Texbook; Teaching formation; Basic education

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APA (6th Edition):

Franco, A. P. (2009). Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/251762

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Franco, Alexia Padua. “Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school.” 2009. Thesis, Universidade Estadual de Campinas. Accessed December 01, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251762.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Franco, Alexia Padua. “Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school.” 2009. Web. 01 Dec 2020.

Vancouver:

Franco AP. Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school. [Internet] [Thesis]. Universidade Estadual de Campinas; 2009. [cited 2020 Dec 01]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/251762.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Franco AP. Apropriação docente dos livros didaticos de historia das series iniciais do ensino: Teachers appropriations of textbooks of history of the elementary school. [Thesis]. Universidade Estadual de Campinas; 2009. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/251762

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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