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Dossiê: Educação Histórica • Educ. rev. (spe) • 2006 • https://doi.org/10.1590/0104-4060.403   copiar

Em direção a um conceito de literacia histórica

Towards a concept of historical literacy

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumos

Este trabalho pretende esboçar considerações iniciais e muito provisórias de uma noção utilizável de literacia ¹ histórica. Está sustentado sucintamente em algumas considerações filosóficas sugeridas pelos trabalhos de Bevir, Collingwood, Lorenz, Oakeshott e Rüsen, com a finalidade de decidir o que poderia se incluído de forma útil em tal noção. Mais substancialmente, emprega pesquisas empíricas recentes para sugerir qual consideração/aplicação de literacia histórica poderia ser discutida. Qualquer consideração útil exige prestar atenção em dois componentes: primeiro, as idéias dos estudantes sobre a disciplina de história; segundo, sua orientação em direção ao passado (o tipo de passado que eles podem acessar, e a relação deste com o presente e o futuro). Pesquisas conectando esses dois componentes de literacia histórica tiveram seu início recentemente, apesar da abordagem teórica de Rüsen dirigida à consciência histórica ter inspirado a investigação do segundo componente já há algum tempo em partes da Europa. Argumenta-se que o principal projeto para educação histórica deve ser o desenvolvimento de estruturas históricas aproveitáveis do passado, que não sejam "histórias de festas", mas que permitam aos estudantes assimilarem novos eventos e processos, tanto no passado ou no futuro e que sejam eles mesmos adaptáveis ao se defrontar com novo material recalcitrante. Instrumentos chaves daqui serão idéias adequadamente sofisticadas sobre considerações históricas, junto com conceitos proximamente relacionados, como significado, interpretação e mudança.

Educação histórica; Orientação; Estrutura; Conceitos de segunda ordem; Compreensão histórica

This paper attempts to sketch an initial and very provisional account of a workable notion of historical literacy. It draws briefly on some philosophical considerations suggested by ¾ among others ¾ the work of Bevir, Collingwood, Lorenz, Oakeshott and Rüsen in order to decide what might be usefully included in such a notion. More substantially, it employs recent empirical research to suggest what an account of historical literacy might need to address. At the very least any useful account ought to pay attention to two components: first, students' ideas about the discipline of history; second, their orientation towards the past (the kind of past they can access, and its relationship to the present and future). Research connecting these two components of historical literacy has only recently begun, although Rüsen's theoretical approach to historical consciousness has inspired investigation of the second component for some time in parts of Europe. It is argued that a major project for history education must be the development of usable historical frameworks of the past that are not 'party histories', but allow students to assimilate new events and processes, whether in the past or the future, and are themselves adaptable in the face of recalcitrant new material. Key tools here will be adequately sophisticated ideas about historical accounts, together with closely related concepts such as significance, interpretation and change.

Historical education; Orientation; Framework; Second-order; concept; History understanding

Em direção a um conceito de literacia histórica* * Texto traduzido do original "Towards a concept of Historical Literacy" por Elizabeth Moreira dos Santos Schmidt, Luciana Braga Garcia, Maria Auxiliadora Schmidt e Tânia Braga Garcia. 1 N.T.: A palavra "literacy" foi traduzida por "literacia", acompanhando a forma já utilizada em textos do autor traduzidos em Portugal. 2 N.T.: Utilizou-se a forma "histórias" correspondendo ao termo inglês story usado pelo autor. 3 A sexta série na Inglaterra corresponde às idades de 10 a 11 anos, isto é, a mesma idade da quinta série nos EUA. Portanto, a sétima série inglesa corresponde à sexta série norte-americana (11-12), e a nona série corresponde à oitava norte-americana (13-14). 4 O critério de sucesso, aqui, inclui a performance em exames públicos de alunos de 16 e 18 anos, e avalia a História quando ela é uma disciplina opcional.

Towards a concept of historical literacy

Peter Lee

Professor na History Education Unit - School of Arts and Humanities, University of London Institute of Education- Bedford Way, London WC1H 0AL - E.mail: p.lee@ioe.ac.uk

RESUMO

Este trabalho pretende esboçar considerações iniciais e muito provisórias de uma noção utilizável de literacia 1 histórica. Está sustentado sucintamente em algumas considerações filosóficas sugeridas pelos trabalhos de Bevir, Collingwood, Lorenz, Oakeshott e Rüsen, com a finalidade de decidir o que poderia se incluído de forma útil em tal noção. Mais substancialmente, emprega pesquisas empíricas recentes para sugerir qual consideração/aplicação de literacia histórica poderia ser discutida. Qualquer consideração útil exige prestar atenção em dois componentes: primeiro, as idéias dos estudantes sobre a disciplina de história; segundo, sua orientação em direção ao passado (o tipo de passado que eles podem acessar, e a relação deste com o presente e o futuro). Pesquisas conectando esses dois componentes de literacia histórica tiveram seu início recentemente, apesar da abordagem teórica de Rüsen dirigida à consciência histórica ter inspirado a investigação do segundo componente já há algum tempo em partes da Europa. Argumenta-se que o principal projeto para educação histórica deve ser o desenvolvimento de estruturas históricas aproveitáveis do passado, que não sejam "histórias de festas", mas que permitam aos estudantes assimilarem novos eventos e processos, tanto no passado ou no futuro e que sejam eles mesmos adaptáveis ao se defrontar com novo material recalcitrante. Instrumentos chaves daqui serão idéias adequadamente sofisticadas sobre considerações históricas, junto com conceitos proximamente relacionados, como significado, interpretação e mudança.

Palavras-chave: Educação histórica; Orientação; Estrutura; Conceitos de segunda ordem; Compreensão histórica.

ABSTRACT

This paper attempts to sketch an initial and very provisional account of a workable notion of historical literacy. It draws briefly on some philosophical considerations suggested by ¾ among others ¾ the work of Bevir, Collingwood, Lorenz, Oakeshott and Rüsen in order to decide what might be usefully included in such a notion. More substantially, it employs recent empirical research to suggest what an account of historical literacy might need to address. At the very least any useful account ought to pay attention to two components: first, students' ideas about the discipline of history; second, their orientation towards the past (the kind of past they can access, and its relationship to the present and future). Research connecting these two components of historical literacy has only recently begun, although Rüsen's theoretical approach to historical consciousness has inspired investigation of the second component for some time in parts of Europe. It is argued that a major project for history education must be the development of usable historical frameworks of the past that are not 'party histories', but allow students to assimilate new events and processes, whether in the past or the future, and are themselves adaptable in the face of recalcitrant new material. Key tools here will be adequately sophisticated ideas about historical accounts, together with closely related concepts such as significance, interpretation and change.

Key-words: Historical education; Orientation; Framework; Second-order; concept; History understanding.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

REFERÊNCIAS

ANKERSMIT, F. Review of J. Rüsen. Grundzüger einer historik II: Rekonstuktion der Vergangenheit, Göttingen, History and Theory, v. 27, n. 1, p. 83-89, 1988.

BARTON, K. C. Narrative simplifications in elementary students' historical thinking. In: Advances in research on teaching v. 6: teaching and learning history. Brophy J. (Ed.). Greenwich: JAI Press, 1996. BEVIR, M. Objectivity in history. History and Theory, v. 33, n. 3, p. 328-344, 1994.

______. The logic of the history of ideas. Cambridge: Cambridge University Press, 1999.

______. How to be an intentionalist. History and Theory, v. 41, n. 2, p. 209-217, 2002.

BRANSFORD, J. D.; BROWN, A. L.; COCKING, R. R. How people learn: brain, mind, experience and school. Washington, DC: National Academy Press, 1999.

CERCADILLO, L. Significance in history: students' ideas in England and Spain. London, 1998. University of London. Unpublished PhD Thesis.

______. Significance in history: students' ideas in England and Spain. In: DICKINSON, A. K.; GORDON, P.; LEE, P. J. (Eds.). Raising standards in history education: international review of history education. v. 3. London: Woburn Press, 2001. v. 3.

COLLINGWOOD, R. G. The idea of history. Oxford: Oxford University Press, 1993.

______. The principles of history. Oxford: Oxford University Press, 1999.

DANTO, A. Analytical philosophy of history. Cambridge: Cambridge University Press, 1965.

DONOVAN, M. S.; BRANSFORD, J. D.; PELLEGRINO, J. W. How people learn: bridging research and practice. Washington, DC: National Academy Press, 1999.

LEE, P. J. Why learn history? In: DICKINSON, A. K.; LEE, P. J.; ROGERS, P. J. (Eds.). Learning history. London: Heinemann Educational Books, 1984.

______. Walking backwards into tomorrow: historical consciousness and understanding history. International Journal of Historical Learning Teaching and Research, v. 4, n. 1, Jan. 2004. Disponível em: <www.ex.ac.uk/historyresource/journal7/contents.htm> Acesso em: 26 Oct. 2005.

______. Putting principles into practice: understanding history. In: BRANSFORD, J. D.; DONOVAN, M. S. (Eds.). How students learn: history, math and science in the classroom. Washington, DC: National Academy Press, 2005. Also in a history only version, How students learn: history in the classroom. Washington, DC: National Academy Press.

______.; ASHBY, R. Progression in historical understanding among students ages 7-14. In: SEIXAS, P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history. New York: New York University Press, 2000.

LORENZ, C. Historical knowledge and historical reality: a plea for internal realism. History and Theory, v. 33, n. 3, p. 297-327, 1994.

______. Can histories be true? History and Theory, v. 37, n. 3, p. 309-329, 1998.

MEGILL, A. Jörn Rüsen's theory of historiography. History and Theory, v. 33, n. 1, p. 51, 1994. The quotation is from Rüsen. J. Zeit und Sinn: Strategien historischen Denkens. Frankfurt am Main, 1990. p. 119-120.

OAKESHOTT, M. The activity of being an historian. In: ______. (Ed.). Rationalism in politics. London: Methuen, 1962.

______. On history. Oxford: Basil Blackwell, 1983.

OLAFSON, F. A. The dialectic of action. Chicago: University of Chicago Press, 1979.

PENUEL, W. R.; WERTSCH, J. V. Historical representation as mediated action: official history as a tool. In: VOSS, J. F.; CARRETERO, M. (Eds.). Learning and reasoning in history: international review of history education, v. 2. London: Woburn Press, 1998.

ROGERS, P. J. Why teach history? In: DICKINSON, A. K.; LEE, P. J.; ROGERS, P. J. (Eds.). Learning history. London: Heinemann, 1984.

RÜSEN, J. Experience, interpretation, orientation: three dimensions of historical learning. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.

______. Paradigm shift and theoretical reflection in Western German historical studies. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.

______. The development of narrative competence in historical learning: an ontogenetical hypothesis concerning moral consciousness. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.

SHEMILT, D. The devil's locomotive. History and Theory, v. 22, n. 4, p. 1-18, 1983.

______. The caliph's coin. In: SEIXAS. P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history. New York: New York University Press, 2000.

WINEBURG, S. Making historical sense. In: SEIXAS. P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history. New York: New York University Press, 2000.

Texto recebido em 16 fev. 2005

Texto aprovado em 17 nov. 2005

  • ANKERSMIT, F. Review of J. Rüsen. Grundzüger einer historik II: Rekonstuktion der Vergangenheit, Göttingen, History and Theory, v. 27, n. 1, p. 83-89, 1988.
  • BARTON, K. C. Narrative simplifications in elementary students' historical thinking. In: Advances in research on teaching v. 6: teaching and learning history. Brophy J. (Ed.). Greenwich: JAI Press, 1996.
  • BEVIR, M. Objectivity in history. History and Theory, v. 33, n. 3, p. 328-344, 1994.
  • ______. The logic of the history of ideas Cambridge: Cambridge University Press, 1999.
  • ______. How to be an intentionalist. History and Theory, v. 41, n. 2, p. 209-217, 2002.
  • BRANSFORD, J. D.; BROWN, A. L.; COCKING, R. R. How people learn: brain, mind, experience and school. Washington, DC: National Academy Press, 1999.
  • CERCADILLO, L. Significance in history: students' ideas in England and Spain. London, 1998. University of London. Unpublished PhD Thesis.
  • ______. Significance in history: students' ideas in England and Spain. In: DICKINSON, A. K.; GORDON, P.; LEE, P. J. (Eds.). Raising standards in history education: international review of history education. v. 3. London: Woburn Press, 2001. v. 3.
  • COLLINGWOOD, R. G. The idea of history Oxford: Oxford University Press, 1993.
  • ______. The principles of history Oxford: Oxford University Press, 1999.
  • DANTO, A. Analytical philosophy of history Cambridge: Cambridge University Press, 1965.
  • DONOVAN, M. S.; BRANSFORD, J. D.; PELLEGRINO, J. W. How people learn: bridging research and practice. Washington, DC: National Academy Press, 1999.
  • LEE, P. J. Why learn history? In: DICKINSON, A. K.; LEE, P. J.; ROGERS, P. J. (Eds.). Learning history. London: Heinemann Educational Books, 1984.
  • ______. Walking backwards into tomorrow: historical consciousness and understanding history. International Journal of Historical Learning Teaching and Research, v. 4, n. 1, Jan. 2004. Disponível em: <www.ex.ac.uk/historyresource/journal7/contents.htm> Acesso em: 26 Oct. 2005.
  • ______. Putting principles into practice: understanding history. In: BRANSFORD, J. D.; DONOVAN, M. S. (Eds.). How students learn: history, math and science in the classroom. Washington, DC: National Academy Press, 2005. Also in a history only version, How students learn: history in the classroom. Washington, DC: National Academy Press.
  • ______.; ASHBY, R. Progression in historical understanding among students ages 7-14. In: SEIXAS, P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history New York: New York University Press, 2000.
  • LORENZ, C. Historical knowledge and historical reality: a plea for internal realism. History and Theory, v. 33, n. 3, p. 297-327, 1994.
  • ______. Can histories be true? History and Theory, v. 37, n. 3, p. 309-329, 1998.
  • MEGILL, A. Jörn Rüsen's theory of historiography. History and Theory, v. 33, n. 1, p. 51, 1994. The quotation is from Rüsen. J. Zeit und Sinn: Strategien historischen Denkens Frankfurt am Main, 1990. p. 119-120.
  • OAKESHOTT, M. The activity of being an historian. In: ______. (Ed.). Rationalism in politics. London: Methuen, 1962.
  • ______. On history Oxford: Basil Blackwell, 1983.
  • OLAFSON, F. A. The dialectic of action Chicago: University of Chicago Press, 1979.
  • PENUEL, W. R.; WERTSCH, J. V. Historical representation as mediated action: official history as a tool. In: VOSS, J. F.; CARRETERO, M. (Eds.). Learning and reasoning in history: international review of history education, v. 2. London: Woburn Press, 1998.
  • ROGERS, P. J. Why teach history? In: DICKINSON, A. K.; LEE, P. J.; ROGERS, P. J. (Eds.). Learning history. London: Heinemann, 1984.
  • RÜSEN, J. Experience, interpretation, orientation: three dimensions of historical learning. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.
  • ______. Paradigm shift and theoretical reflection in Western German historical studies. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.
  • ______. The development of narrative competence in historical learning: an ontogenetical hypothesis concerning moral consciousness. In: DUVENAGE, P. (Ed.). Studies in metahistory. Pretoria: Human Sciences Research Council, 1993.
  • SHEMILT, D. The devil's locomotive. History and Theory, v. 22, n. 4, p. 1-18, 1983.
  • ______. The caliph's coin. In: SEIXAS. P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history New York: New York University Press, 2000.
  • WINEBURG, S. Making historical sense. In: SEIXAS. P.; STEARNS, P.; WINEBURG, S. (Eds.). Teaching, learning and knowing history New York: New York University Press, 2000.
  • *
    Texto traduzido do original "Towards a concept of Historical Literacy" por Elizabeth Moreira dos Santos Schmidt, Luciana Braga Garcia, Maria Auxiliadora Schmidt e Tânia Braga Garcia.
    1 N.T.: A palavra "literacy" foi traduzida por "literacia", acompanhando a forma já utilizada em textos do autor traduzidos em Portugal.
    2 N.T.: Utilizou-se a forma "histórias" correspondendo ao termo inglês
    story usado pelo autor.
    3 A sexta série na Inglaterra corresponde às idades de 10 a 11 anos, isto é, a mesma idade da quinta série nos EUA. Portanto, a sétima série inglesa corresponde à sexta série norte-americana (11-12), e a nona série corresponde à oitava norte-americana (13-14).
    4 O critério de sucesso, aqui, inclui a performance em exames públicos de alunos de 16 e 18 anos, e avalia a História quando ela é uma disciplina opcional.

    • Datas de Publicação

    • Publicação nesta coleção
      04 Set 2014
    • Data do Fascículo
      2006

    Histórico

    • Aceito
      17 Nov 2005
    • Recebido
      16 Fev 2005
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