Construction Of Historical Knowledge Research Articles

Integrating technologies, active methodologies, and curriculum: promoting interactivity in the teaching-learning process

This study, based on a Systematic Literature Review (SLR), sought to understand how the fusion of emerging technologies, active learning methodologies, and curriculum could optimize education. The analysis of a successful practice by a history teacher, who used Virtual Reality to engage his students in the construction of historical knowledge, was one of the highlights. The strategy of integrating innovative technologies and active learning methodologies proved promising for improving education, especially when aligned with student-centered and interdisciplinary curricula. The pandemic highlighted the flexibility of teaching, with practices such as interactive virtual classes and virtual reality simulations keeping education active in remote environments. Interactivity is crucial in the teaching-learning process, as it stimulates student engagement and broadens the understanding of concepts. In the face of constant global changes, students need to be equipped with adaptable skills and critical thinking. Therefore, the intersection between technologies, active methodologies, and curriculum creates fertile ground for a more engaging and effective education. The continuous exploration and application of these approaches will significantly contribute to the creation of an enriching and effective teaching environment.

The Cultural Element in the Adaptation of a Test: Proposals and Reflections on Internal and External Influences

In the framework of instrumental research, the adaptation of tests has been increasing. The aim of this paper is to explain the procedures followed for the adaptation of a test with a construct of a cultural nature to another context, reflecting on the difficulties and limitations related to its equivalence and validity. For this purpose, we start from the Test on the Construction of Historical Knowledge, originally designed for a Spanish context and targeted at elementary school students, in order to design and validate its Portuguese version. The process of “emic-etic” adaptation, in which the technical, semantic, conceptual, and metric equivalence of a test is sought, was carried out through group translation with post-translation empirical processes (expert judgement, a pilot study, and external criteria). It highlighted some issues closely linked to internal and external cultural factors. On one hand was the predominance of analytical-rational processes in the adaptation process, with an essential deep reflection on the construct and the meanings intimately linked to the context. On the other hand, were the difficulties of empirical procedures due to the qualitative nature of the construct. This led us to reflect on the possibility of minimizing the “emic” aspects in eminently cultural constructs without renouncing reliable and valid results with respect to the construct.

Ponto Cantado de Umbanda como fonte para o Ensino de História

O objetivo deste texto é apresentar e discutir a possibilidade do uso de Pontos Cantados como fonte para o Ensino de História na Educação formal no que tange a proposta de debate a partir da promulgação da Lei Federal 10.639/03 que estabelece a obrigatoriedade do ensino de História e Cultura Africana e Afro-brasileira nos currículos escolares. Para tanto, em um primeiro momento discutimos a Lei como resultado de um longo processo de luta na busca pelo reconhecimento africana e afro-brasileira na formação do Brasil, em segundo apresentamos a Umbanda como um fenômeno religioso brasileiro, e e por últimos apresentamos os Ponto cantado como possibilidade de fonte histórica para o Ensino de História, problematizando seu uso como documento para observação, problematização e análise na construção do conhecimento histórico na educação formal.

Introduction: Textured historicity and the ambivalence of imperial legacies

ABSTRACTIn pursuit of a novel perspective on legacies of empire in the present, this introduction addresses prominent debates related to post-imperialism, collective memory, and the construction of historical knowledge, while also reviewing recent trends in post-Habsburg and post-Ottoman studies. First, I examine the insights and limitations of ‘memory studies,’ ultimately proposing a more capacious model of post-imperial ‘ambivalence.’ I then recapitulate Walter Benjamin’s dialectical approach to historical knowledge in order to anchor the signal conceptual contribution of the volume, ‘textured historicity.’ This discussion is followed by a meditation on the role of metaphors in conceptualizing post-imperial legacies and a roster of the most common metaphors for post-imperial legacies. Finally, the introduction briefly summarizes the volume’s constituent essays and the rubrics that unite them.

Validación de una Escala sobre Actitudes hacia la Historia para estudiantes de Secundaria

<p>Diversas investigaciones constatan la importancia del efecto mediador de las actitudes en la construcción del saber histórico. Sin embargo, pese a dicha constatación, la revisión de la literatura indica la existencia de un único instrumento para la medición del constructo actitudes hacia la historia, validado con técnicas exploratorias en contexto anglosajón. La presente investigación tiene por objetivo diseñar y validar, mediante técnicas confirmatorias, una escala más completa para su empleo en un contexto de habla hispana. La muestra estuvo constituida por 430 estudiantes, con una edad media de 16.29 (DE = 1.02) años. Los resultados confirmaron que la estructura, de 14 ítems, arrojó un buen ajuste de modelo (S-B?2 (74, N = 430) = 215.54, p < .001; RMSEA [90% IC] = .068 [.058 - .079]; NNFI = .94; CFI = .95). La variable actitudes hacia la historia resulta un constructo de dos componentes, uno de primer orden y otro de segundo, que comprenden un total de tres factores: utilidad e importancia percibida, interés hacia el aprendizaje histórico y creencias conservadoras.</p>

History bites: mashing up history and gothic fiction in Abraham Lincoln: Vampire Hunter

The premise of Seth Grahame-Smith’s bestselling 2010 mash-up novel Abraham Lincoln: Vampire Hunter, is clearly ridiculous. Latching on to the popular fascination with all things vampire and the perennial marketability of Lincolnalia, the book serves up a twisted romp through the Great Emancipator’s well-trod biography, whose sole aim seems to be sheer ironic novelty – and the profits such sensationalism can sometimes bring. Experienced as a shallow and derivative spoof, it’s quite easy to dismiss Grahame-Smith’s book with little more than a roll of the eyes. This essay argues however that there is a more complicated set of interactions at play. Mashing up realist history and gothic fiction, Abraham Lincoln: Vampire Hunter not only parodies popular Lincoln iconography, but the practice of ‘doing’ history as well. In this way, it can be connected with recent theoretical debates within the discipline about the construction of historical knowledge, about alternative varieties of historical explanation, and about the complex relationships between reader, writer, history, and the past.

Fotografia e História: questões teóricas e metodológicas

No presente artigo, discutimos questões que tratam da relação da fotografia com a construção do conhecimento histórico, percebendo as dimensões teóricas que delimitam todo um campo de saberes sobre a imagem fotográfica. A utilização da fotografia com seu suporte teórico e metodológico na história é algo muito recente, pois muitos historiadores apenas a utilizavam para a ilustração do texto escrito. Nossa hipótese é que a fotografia pode ser objeto e fonte de pesquisa, ao mesmo tempo, um objeto que oferece noções de sua utilização como uma problemática específica no campo da cultura visual.Palavras-chave: fotografia, teoria, metodologia

História e cinema na infância: a história dos povos indígenas e o ensino da linguagem cinematográfica na escola

The purpose of this article is to identify and evaluate the influence of representations that depict indigenous peoples in history classes, as well as investigate the process of cognitive development and learning and the level of understanding of the content and language of cinema present recurrently in everyday and the formation of the cultural repertoire of elementary school students I. Despite being widely present in the daily lives of children, either to amuse or inform, the movie does not get the attention it deserves within the school environment. This observation has stimulated the development of a research project from the Stimulus Program to Graduate Teaching about how this way of interpreting reality and construction of historical knowledge can be used as an educational tool in teaching history on the subject of history and culture of indigenous peoples.

Potencialidades didáticas da literatura infantil de ficção histórica no ensino de história: um estudo com alunos portugueses do 6º ano do Ensino Básico

This paper presents a study dealing with the use of historical fiction in teaching history, and seeking to highlight the potentials of this teaching resource on the construction of historical knowledge. study was carried out with a class of 26 students, from 6th grade (11-12 year olds) of an urban school in northern Portugal, and sought to analyse students’ substantive ideas related to April Revolution when exploring two pieces of juvenile historical fiction literature: The Treasure” by Manuel Antonio Pina and Story of a Flower by Matilde Rosa Araujo. It was intended to notice the answers to the following questions: Which are the potentials of using historical fiction in history teaching, and particularly to understanding April Revolution? Which kind of influences do students reveal their narratives about this kind of educational resource comparing with other sources (historical, historiographical and pictorial sources)? Students accomplished several tasks that led to the production of two narratives. They were challenged to answer: 1) How would you tell a young foreigner the New State was like? 2) How would you tell a tourist that about the April 25 Revolution? Students’ content narratives were inductively analysed and categorized by levels of progression from less elaborate ideas to more sophisticated and complex concepts. This study highlighted that historical fiction pieces are important resources for students’ constructing historical knowledge as regards the substantive concept of April Revolution. It was also stressed that the kind of historical fiction (more historiographical or myth-symbolic) may affect differently students' historical thinking construction.

The way it was?: fashioning history in Diary Film – I was 12 in’56

This article looks at Diary Film – I was 12 in ’56 / Naplófilm – 12 voltam 56-ban (Boglárka Edvy, animator, and Sándor Silló, director, 2006), a documentary based on a child's diary written during the 1956 Hungarian uprising against Soviet hegemony, in the context of theories of history, memory and knowledge. The diary is the core material. But the documentary's idiosyncratic use of archival materials, recreated images and animations pave the way for the filmmakers to engage with history anew. The observations, interests and understandings of the child provide information that nourishes the filmmakers’ and spectators’ interpretation of Budapest in 1956, not only empowering the voices of subjects whose version of history has often remained unexplored, but also, by disrupting conventional modes of reception, forcing viewers to decipher and assemble, engaging them in the construction of historical knowledge.

El revival de la historia social en la primera década del siglo XXI: ¿retorno o reconfiguración?

The purpose of this contribution is to reflect on the status of Social History in the first decade of the 21st century. In the late 20th century, revisionist theories had a strong influence on the construction of historical knowledge, resulting in a depreciation of the social factor in the theoretical, empirical and even political aspects of such construction. These reflections appear in a context marked by the profound changes experienced by the contemporary societies, and in that regard, the historical discipline provided new approaches, renewed methodological assumptions and epistemological questions to such changes. The social aspects of the discipline have been redefined and strengthened, and this reconfiguration places social factors as a key analytical category, while it tends to approach the social processes from a transnational perspective and to politicize them.

Fred Simpson Is No Tom Longboat: Public Memory and the Construction of Historical Knowledge

Fred Simpson Is No Tom Longboat: Public Memory and the Construction of Historical Knowledge

Entre o passado e a história: investigando os conhecimentos históricos de crianças dos anos iniciais em uma escola pública brasileira

Este artigo apresenta resultados de uma pesquisa que teve por objetivo investigar como a escola atua no confronto entre os conhecimentos prévios e os escolarizados na aprendizagem da História. Este estudo é inovador no campo do ensino de História em virtude de sua complexidade em analisar as ideias de crianças no ensino fundamental. Da pesquisa empírica participaram 17 professoras e 26 alunos da rede municipal de ensino da cidade de Londrina, Estado do Paraná, Brasil. Neste artigo, partindo de uma abordagem qualitativa, será apresentada a investigação que se realizou ao longo da pesquisa, pretendendo-se identificar os conhecimentos que as crianças possuem sobre a história da cidade de Londrina. Para tanto, os alunos foram entrevistados em dois momentos: quando frequentavam a segunda série (antes do estudo da História de Londrina) e quando estavam cursando a terceira série (durante o estudo da História de Londrina). Para investigação e análise dos resultados, partiuse de trabalhos realizados por pesquisadores como Lee (2001), Cooper (2002), Barton (2004), Barca (2007) e Schmidt (2010). Os dados analisados indicam possibilidades para a compreensão das ideias dos sujeitos para a construção do conhecimento histórico em aulas de História no ensino fundamental.

The archaeological aesthetic in ancient world documentary

This article investigates the role of archaeology in the visual and discursive economies of ancient world documentary with reference to recent output from the BBC. By identifying and examining four primary modes – archaeology ‘as evidence’, ‘in performance’, ‘in action’ and ‘dramatized’ – it demonstrates how the on-screen presentation of ancient sites, monuments and artefacts, and the practices of archaeological investigation and excavation generate historical knowledge, and authorize it. Fundamental to this is the resonance between documentary representations of the past and viewers’ experiences of antiquity through archaeology in other television programmes and alternative media and contexts: for example tourism and film. Knowledge gleaned through one cultural encounter with the ancient world encourages or conditions the viewer to accept the historical facts presented on screen. By analysing the rhetorics of a distinctive and understudied strand of history programming, this study demonstrates its place within the construction of historical knowledge in contemporary society. This allows a fresh consideration of the merits of historical documentary on television.

O uso de fontes no ensino de história: o livro Úrsula de Maria Firmina dos Reis na busca pelo escravo real.

It discusses the importance of using historical sources in the classroom, one of the premises for the construction of historical literacy, presenting work proposal as the use of the novel “Ursula” - Maria Firmina dos Reis (1859), as a rich source to present a historical view of slavery as historical agent, to understand the dynamics of slavery in Brazil considering not only its economic implications, thereby introducing students to the historiographical and / or construction of historical knowledge. Briefly presents the debate occurred around the theme of black slavery in Brazil since the 60s of last century, which resulted in a gradual shift in paradigms that hitherto guided his study where the captive is no longer focused just as an object of history, a being subject to economic forces, social and cultural rights against which almost anything could make, starting to be seen as a historical subject who acted on reality.

Der Kanon im Archiv

AbstractSignificant materials produced by German-Jewish writers, artists and scholars have been preserved in public archives as well as in private family collections in Israel. Many of these materials were salvaged from Nazi Germany and brought to Israel with considerable difficulty during the years 1933-1945, or in the immediate aftermath of the Shoah. The Franz Rosenzweig Minerva Research Center, Bonn University and the Deutsches Literaturarchiv Marbach have begun a joint project to make these archival collections more accessible in Israel and to initiate new research based on them. Against this background, the article explores the role of archival processing in the construction of historical knowledge and the formation of cultural memory.

Ensino de História e consciência histórica latino-americana

O artigo resulta de pesquisa desenvolvida sobre a contribuição dos conteúdos latino-americanos na grade curricular de ensino para a formação histórica dos jovens na escola. A pesquisa consistiu na análise das narrativas históricas produzidas pelos 67 alunos que frequentaram a disciplina de Estudos Latino-americanos (ELA) da 7ª série do Colégio de Aplicação (CA) da Universidade Federal de Santa Catarina (UFSC) em 2009. O objetivo era investigar a influência dessa disciplina na construção de saberes históricos sobre a América Latina e que relações ela estabelece com a formação da consciência histórica dos jovens.

A Method in Madness

This article discusses the concept of truth that emerges in Walid Raad's Hostage: The Bachar Tapes (2001). The mediation of images in the construction of historical knowledge is foregrounded by Raad through a variety of representational strategies such as the use of video noise, theatrical re-enactment and digital manipulations. Importantly, in the artist's practice representation is not seen as an obstacle to the achievement of truthful historical knowledge as images are viewed as part and parcel of the real itself and as an essential means by which to reconstruct the past. The article argues that Raad's work articulates a post-Freudian concept of truth that challenges the empiricism of conventional documentary as well as the postmodern relativism of writers such as Baudrillard. The article also investigates the genesis of Raad's work, its precedents and the importance of Jalal Toufic's writings for understanding the artist's practice.

Teachers as Protectors: Making Sense of Preservice Teachers' Resistance to Interpretation in Elementary History Teaching

This article explores preservice teachers' resistance to elementary history teaching that makes explicit and accessible the construction of historical knowledge for students. Using qualitative data from a 3-semester-long critical action research study, the author examines two themes of resistance voiced by a majority of 70 preservice teachers: interpretation in elementary history teaching is (1) developmentally and (2) morally inappropriate for young children. The author contends that a particular “inherited discourse” of teaching, a discourse of protection, not only serves to legitimize preservice teachers' resistance to interpretation in history teaching, but allows preservice teachers to avoid engaging difficult epistemological and moral questions that make them feel uncomfortable. Reflections on the social studies methods course and implications for social studies teacher education are offered.

Uma história para o nosso tempo: historiografia como fato moral

The article wants to characterize historiography as a moral fact and puts in question the relationship between ethics and historical knowledge. It shows a general framework of different tendencies of the history of the historical writing to demonstrate the moral diversity of the construction of the historical knowledge. This diversity stresses the historicity of the construction of the historical knowledge, and, defines historiography as a social practice. Finally, the paper purports that the ethic questioning is part of the epistemological issue of history as a discipline. Key words: historiography, theory of history, ethics, moral, epistemology.